Algebra II Graduation Requirements, Equity, and Access for Students with Disabilities

Abstract

Algebra II has become a widely adopted graduation requirement in U.S. secondary education and is often treated as a marker of academic rigor and college readiness. For students with disabilities, particularly those with specific learning disabilities (SLD), this requirement can function as a barrier when instruction, assessment, and supports are not aligned with diverse learning needs. This capstone examines how Algebra II graduation requirements affect access, learning outcomes, and postsecondary opportunity for students with disabilities, and considers what more equitable conditions would require.Using a qualitative analytic literature review, this study synthesizes empirical research, policy analyses, historical scholarship, and national data sources selected through systematic search and screening procedures. The review is organized across four domains: the development of Algebra II as a graduation benchmark, the documented effects of Algebra II requirements on students with disabilities, the instructional evidence base for supporting algebra learning for this population, and alternative mathematics pathways that challenge algebra-centered definitions of rigor. Findings indicate that expanded Algebra II enrollment has not consistently produced gains in mathematical proficiency or postsecondary readiness for students with disabilities, and that course completion is an unreliable proxy for preparedness. The review also finds that while evidence-based practices support algebra learning broadly, the research base specific to Algebra II–level content for students with SLD remains limited. These findings suggest a misalignment between policy expectations, instructional evidence, and the conditions necessary to provide meaningful access to advanced mathematics. In response, this capstone advances a practitioner-focused approach centered on instructional access. The culminating product, the Accessing Algebra II website, is a practitioner-facing digital resource designed to support secondary mathematics and special education teachers through instructional guides, visual models, and tools that emphasize conceptual access within existing graduation and pathway policies.