Abstract
The study was conducted to explore the variables that affect enrollment in eighth grade algebra for African-American students. Eighth grade algebra has been described as a gate keeping course that either starts students on a full sequence of mathematics courses or limits the access to advanced level mathematics courses in high schools. The constructs that were examined fell into three broad categories: individual characteristics, home/parent variables, and school-related variables. Data for research were accessed from the base year student and parent data files of the National Education Longitudinal Study: 1988. The results indicate that these constructs together significantly predict enrollment in algebra. The model had significant discriminatory power. The study builds on the current literature on the participation and achievement of African-American adolescents in mathematics and has implications for practice.
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