Students in Pasadena ISD’s new Algebra I-Algebra II-Geometry sequence saw modest improvements in academic performance and college-readiness, though participation was uneven.
Pasadena ISD recently introduced an alternative high school math course sequence that places Algebra II directly after Algebra I. Using 2023–2026 school year data, this study examined enrollment equity and the revised pathway's impact on student achievement.
Key findings
- One-third of Pasadena ISD high school students participated in the revised algebra sequence, but participation varied by campus and student group. Due to the district’s selective rollout, enrollment was highest among early college high school (ECHS) students (96%) and those who took Algebra I in eighth grade (51%), but significantly lower for students receiving special education services (11%).
- Algebra II performance and PSAT math scores increased slightly, and participation in honors and dual-credit programs rose. The revised sequence may have benefited students in future coursework, but students’ backgrounds and prior achievement were also likely contributing factors.
- Taking the revised algebra sequence resulted in modest but meaningful increases in college-aligned math outcomes, including the completion of college preparatory credits and participation in dual-credit math coursework.
Recommendations
Given that participation in the revised algebra sequence varies substantially by campus and student group, the district may benefit from:
- Continued monitoring of enrollment patterns, focusing on how ECHS alignment and campus-level practices affect equitable access
- Prioritizing academic preparation and instructional support when making placement decisions, noting that improvements in math often reflect student demographics rather than the curriculum itself
- Tracking students’ long-term achievement to ensure the revised sequence aligns with broader postsecondary goals and shifting state requirements
