New data from NWEA, the assessment division of HMH, shines a spotlight on a long-standing truth in our education system: Algebra in 8th grade is one of the most important gateways we have. And yet, too many students never reach the entrance.
The Access to Algebra report shows that this foundational course continues to shape students’ long-term trajectories in advanced math, STEM pathways, and future earnings opportunities. But access to that opportunity is still very uneven.
According to the brief:
- Only 58% of schools offer Algebra in 8th grade. Access is far lower in high-poverty and rural schools, and those serving a majority of historically disadvantaged students.
- Even when schools do offer Algebra, some student populations enroll at much lower rates than others.
- And critically, these inequities persist among the highest-achieving students.
In other words, the issue isn’t talent. It’s access—and the way we make placement decisions.
The report points to a clear driver: subjective placement practices such as teacher recommendations and parent referrals. It also highlights solutions, including universal screening and automatic enrollment policies that ensure students who are ready for advanced coursework actually get placed in it.
This report sparked a lot of conversation—and curiosity—for us. So we reached out to education leaders across the field to hear how they’re interpreting the findings, what gives them hope, and where they think states and districts should focus next.
Algebra isn’t just another class; it’s a launchpad for the skills every student will need.
Senior Vice President, Policy and Government Affairs at HMH
Augustus Mays, Vice President, Partnerships and Engagement, EdTrust
“When we talk about opportunity in this country, Algebra is one of those real turning points—it opens the door to advanced math, STEM pathways, and so many future careers. But the truth is, far too many Black, Latino, and low-income students never get that shot because of uneven or biased placement practices.
That’s why I’m such a believer in automatic enrollment policies. They take the guesswork—and the gatekeeping—out of the process by using clear, universal measures so students who are ready actually get placed. And we’ve seen it work: states like North Carolina, Illinois, Colorado, and Washington have all boosted enrollment for students of color without lowering expectations.
At the end of the day, automatic enrollment is about honoring students’ potential and making sure the system doesn’t close doors before they even get started.”
Adam Ezring, Deputy Director, Collaborative for Student Success
“Too many students still hit a gate instead of a gateway when it comes to Algebra. NWEA’s report makes clear that the problem isn’t student readiness, but the adult assumptions about ability that hold students back. Even among the highest achieving, Black and Latino students are still less likely to be placed in Algebra I, cutting off access to advanced math and STEM pathways that shape our nation’s future talent.
Universal screening is an important start, and states should take the next step by adopting automatic enrollment policies that ensure students who’ve shown they’re ready are actually placed in the courses that match their potential.
Algebra isn’t just another class; it’s a launchpad for the skills every student will need to compete and contribute to tomorrow's economy. If we want to build a stronger, more prepared workforce, automatic enrollment shouldn’t just be implied—it should be the recommendation.”
Paolo DeMaria, President and CEO, National Association of State Boards of Education (NASBE)
“This brief makes an excellent case, and provides the evidence to support states and districts in taking action to improve access to Algebra in 8th grade and to embrace the idea of automatic enrollment policies. These policies and practices have the potential to help many more students reach higher levels of math achievement, which can lead to greater success in their post-secondary pursuits and in their careers and life.
The gaps pointed out in the report, particularly related to access by high achieving students, should be given serious attention in an effort to create more favorable conditions for student participation and success in their math learning trajectories.
That said, we shouldn’t forget that the preparation of students leading up to 8th grade must also improve significantly in order to allow for these strategies to achieve their fullest potential. Not enough students, regardless of their social or demographic circumstances, are reaching proficiency such that the access to Algebra in 8th grade is attainable.
It’s not enough to pay attention to the conditions we want for our high-achieving students but we must dedicate ourselves to nurturing more students to reach those levels earlier in their academic experiences. We know a great deal about what works in elementary and middle school math education that can improve student success, and yet we do not see enough action being taken to adopt and implement best practices.
It’s a “both-and” issue – yes, focus on 8th grade and beyond, but also focus on getting more students ready to succeed in 8th grade and beyond. There is no doubt that many more are capable of reaching that goal, and it will serve us well to help them get there.”
What I appreciate most about these perspectives is how aligned they are, not just on the importance of Algebra, but on the urgency of making access equitable and automatic.
The data is clear: students are ready, but our systems don’t always recognize that readiness. Universal screening and automatic enrollment are two powerful tools that can help correct that mismatch.
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