This research brief from EdResearch for Action examines evidence-based strategies to help schools improve student experiences in Algebra I. It focuses on three key areas: determining when students should take Algebra I and how to assess their readiness; how to group students based on differences in preparation and learning needs; and what instructional supports are most effective, especially for students who may be behind. The brief highlights the importance of improving Algebra I as a matter of both policy and practice, noting its role as a common gateway to advanced coursework, college access, and participation in the fields of science, technology, engineering, and mathematics. Recommendations include using objective placement measures, providing extended instructional time, and offering targeted supports such as high-impact tutoring. Together, these approaches can help ensure more students succeed in Algebra I and remain on track for future academic opportunities.