In the latest National Assessment of Educational Progress Long Term Trends analysis, 23 percent of the 13-year-olds surveyed report that they are enrolled in Algebra I.
For those seventh and eighth graders, that’s great news.
According to the NAEP release, students who take Algebra I by the eighth grade score higher than their peers across all other courses. While the National Assessment Governing Board is careful to note this is not a causal relationship, it is a persistent trend over time. Importantly, these students also are better positioned for geometry, calculus, statistics, computer science, and other advanced coursework in high school. That knowledge provides a strong foundation for college, career training and an economy increasingly built around quantitative and STEM skills.
But how many kids have proven they are ready for advanced math and never get the opportunity?
Access to Algebra I is often shaped by uneven local practices. Placement can depend on teacher recommendations, parent advocacy, scheduling, school culture or whether a student is perceived as “a math person.” Those systems may not be intentionally unfair, but they can be inconsistent—and inconsistency leaves capable students behind.
We must close this “excellence gap” between student capability and student opportunity.
In Virginia, for example, more than 53,000 seventh grade students scored proficient or above in math on the 2024 statewide assessment, yet in 2025, just under 32,000 eighth grade students were enrolled in Algebra I, according to data from the Virginia Department of Education.
A tougher task is identifying how big that gap is across the country. Most states do not publicly report Algebra I enrollment data. For those that do, inconsistencies across systems make it difficult to impossible to determine how many students could be enrolled compared to those who are enrolled.
Despite the lack of a national Excellence Gap picture, it’s encouraging to see a growing number of states taking steps to address the issue. North Carolina, Virginia, Texas, Kentucky, and Indiana have all enacted formal “automatic enrollment” policies. The practice automatically advances students to higher level coursework when they’ve met or exceeded benchmarks on statewide assessments.
Of course, enrollment alone is not going to solve our math challenges.
More than 20 education organizations agree that real improvements are only going to come when states and districts take meaningful steps, such as expanding access to high-quality instructional materials aligned to strong standards, providing additional instructional time for students who need it, and better preparing teachers and math coaches who can help improve classroom practice.
Automatic enrollment should be part of a broader math strategy, not a standalone reform. Policymakers and educators can start with a simple commitment: When students demonstrate readiness for advanced math, schools should enroll them—and support them.
Students who are ready for Algebra I deserve access to it. It is time to make that access automatic.
Editor’s note: This was first published on Forbes.
