Algebra has long been a gatekeeper to more advanced mathematics and to tertiary education. International assessments, such as PISA, have also shown that this trend extends beyond borders, making the topic of when algebra should be learned quite political. Many reforms have been instituted since the early 1990s to infuse algebraic thinking into elementary grade levels--a domain of learning that has since been termed "early algebra." In this study, we draw on Rasch Analysis results to report on the levels of sophistication that 457 upper elementary students across 10 schools and 28 classrooms exhibited on an early algebra assessment after completing a computer game-based early algebra intervention. Findings indicate that half of the students improved by at least one level of sophistication, and about ¼ were observed to improve from largely thinking of quantity from a numeric standpoint to being able to think about a generalized quantity in the form of variable expressions. Despite the small change in students engaging in thinking about generalized quantity, the relatively short intervention period implies promising results to support a long-term intervention in future research. Further research is also needed on the influence of student contextual factors, including teacher and school effects.