Predictors of Placement in Lower Level Versus Higher Level High School Mathematics

Abstract

Educators and researchers have long been interested in determinants of access to honors level and college prep courses in high school. Factors influencing access to upper level mathematics courses are particularly important because of the hierarchical and sequential nature of this subject and because students who finish high school with only lower level courses lack readiness for college and have severely diminished chances for admission to college. Our research analyzes a district-level transcript data set. We examine whether probabilities of enrollment in upper level mathematics courses in high school vary by demographic characteristics, before and after controlling for prior achievement. Before controlling for prior achievement, minority and low-income students have significantly lower odds of placement in upper level mathematics courses; after controlling for prior achievement, the disparities disappear.

Race and Teacher Evaluations as Predictors of Algebra Placement

“…100-101) Research on tracking is long-standing and was initially focused on analyses of the demographic trends and academic effects of tracking students (Bowles & Gintis, 2002;Cahan & Linchevski, 1996;Gamoran & Mare, 1989;Garet & Delaney, 1988;Hallinan, 1994Hallinan, , 2003Oakes, 1990). These studies generally found, and more recent analyses continue to affirm, that tracking has distinct demographic trends and leads to differential outcomes for different groups of students (Archbald & Farley-Ripple, 2012;Battey, 2013;Darling-Hammond, 2010;Flores, 2007;Schmidt & McKnight, 2012).…”

On Track or Derailed? Race, Advanced Math, and the Transition to High School

“…There is considerable research on differences in advanced math course taking during middle school, but few studies have examined these patterns during the transition to high school. In one such study, Archbald and Farley-Ripple (2012) found that racial gaps in 10th grade advanced math placements are explained by course taking and achievement in 8th grade. However, these findings were based on a single school district and so are not generalizable.…”

Selection Into Advanced Courses in Middle and High School Among Low-Income, Ethnically Diverse Youth

“…Tracking is defined as “the system of assigning high school students to different curricula according to their purported interests and abilities” (Gamoran & Mare, 1989, p. 1147). Although tracking is not practiced formally, distinct pathways still exist informally and have an effect on students of color and low-income groups’ progression through school (Archbald & Farley-Ripple, 2012; Gamoran & Mare, 1989; Jones et al, 1995). Thus, rather than courses serving students of all abilities, students can get stuck on the pathway they are assigned to early in their schooling.…”