| Erica Walker
Harvard University
Off track?: Students' advanced math course-taking patterns in high school
FINAL REPORT:
Racial and gender differences in high school mathematics participation are well-documented; however, few researchers have explored the under-representation of black students in advanced mathematics courses. Nor have researchers examined closely intra-ethnic gender differences in advanced mathematics participation. Because completing these courses in high school is important for student success on standardized tests and college admission and completion, I explored advanced mathematics persistence using longitudinal data from participants in the National Education Longitudinal Study of 1988 (NELS 88) who entered Algebra I in 8th or 9th gradeÑ"on time" to take advanced mathematics courses throughout high school. Using discrete-time survival analysis, I determined whether black boys, black girls, white boys, and white girls were equally likely to persist in advanced mathematics, and when they were most likely to exit the advanced mathematics pipeline (Algebra I, Geometry, Algebra II, Trigonometry, Pre-Calculus, and Calculus).
found that racial differences in persistence were largely due to black boysÕ lack of persistence in the advanced mathematics pipeline; they were the least likely to persist. Black girls were more likely to persist in advanced mathematics than black boys, particularly in the early high school years. White students were slightly more likely than black girls to persist in advanced mathematics, and white girls were slightly more likely than white boys to persist until their senior year. These racial and gender differences diminished, but persisted, upon control for important student, school, and "neighborhood" measures. Further, I discovered that controlling for socioeconomic status, prior mathematics achievement and school demographic characteristics, students with positive attitudes toward education and mathematics were more likely to persist in advanced mathematics than students with negative attitudes. The gender gap among "high" attitude students was negligible, regardless of race. Students who lived in more advantaged residential areas were more likely than their less advantaged counterparts to persist in advanced mathematics. Indeed, the slight persistence gap between black girls and white students nearly disappeared among students who lived in advantaged residential areas. However, black boys were still less likely than other studentsÑregardless of positive attitudes and advantaged residential areasÑto persist in advanced mathematics. This study reveals several implications for policy makers and educators. First, black students in this study seem to be at a disadvantage compared to white students in terms of early Algebra I entry: they are less likely than white students to take Algebra I in 8th or 9th grade. Next, policy makers and educators should be aware of the importance of timing in interventions and initiatives designed to keep students in advanced mathematics. This study demonstrated that all students are at higher risk of exit in the latter years of high school; and that black boys are also more at risk than others in the first year of high school. Finally, the consequence of mathematics reform and many statesÕ changes in graduation requirements to include Algebra I and subsequent advanced mathematics courses will be most apparent in the way we conceptualize teacher recruitment, training, and practice. More mathematics teachers will be required in a system that is already experiencing a shortage. Further, if we want more students to be successful in the advanced mathematics pipeline, teacher education and pedagogy must shift from a conceptualization of advanced mathematics for a privileged few to advanced mathematics for all.
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