Early algebra is viewed as a critical means for preparing studen= ts for success in a more formal study of algebra in middle and secondary gr= ades. However, this premise has been virtually unexplored. Therefore, the p= rimary purpose of this project is to (1) measure the effectiveness of a tea= cher-led early algebra intervention, in demographically diverse settings, o= n children=E2=80=99s algebra readiness for middle school and (2) assess the= fidelity with which elementary teachers implement the intervention in auth= entic, intact classrooms.

We will use a cluster randomized trial research design where treatment i= s implemented at the school level to test the effectiveness of our early al= gebra intervention as the participants advance from grades 3=E2=80=936.

Key outcomes include growth in students=E2=80=99 understanding of core a= lgebraic concepts and algebra readiness, as well as general mathematical kn= owledge, because of the early algebra intervention.

Supported by the Institute of Educ= ation Sciences, U.S. Department of Education, through Grant R305A140092.