This research brief synthesizes decades of evidence to guide district and school leaders on when students should take Algebra I, how they should be placed, and what supports promote success. It highlights that placement based on academic readiness, rather than grade level or subjective judgments, leads to stronger achievement and access, especially for historically underserved students. The brief also weighs the tradeoffs between tracked and mixed-proficiency classrooms and emphasizes that effective support strategies, such as tutoring and double-dose Algebra, can improve outcomes for students who start behind. By implementing evidence-based placement and support policies, education leaders can expand access to accelerated math and improve long-term student success.