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An increasing number of students are hyper-accelerating their study of formal Algebra I to Grade 7 or earlier to maintain a competitive edge in the race to calculus. However, there is a
lack of evidence that these students construct the conceptual foundations necessary for persistence in advanced mathematics. This paper maps the drive toward hyper-acceleration to the historical underpinnings of acceleration of Algebra I to Grade 8. We illuminate how acceleration can detract from opportunities for middle school students to engage in algebraic reasoning in preparation for advanced mathematics. We further describe how this pathway exacerbates persistent inequities in secondary mathematics education. Our synthesis of the literature on Algebra I acceleration, readiness for STEM undergraduate study, and equitable access is the basis for our argument for more research on hyper-acceleration
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