Inequity by Design? Aligning High School Math Offerings and Public Flagship College Entrance Requirements

Autor/in	Rodriguez, Awilda
Titel	Inequity by Design? Aligning High School Math Offerings and Public Flagship College Entrance Requirements
Quelle	In: Journal of Higher Education, 89 (2018) 2, S.153-183 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1546
DOI	10.1080/00221546.2017.1341757
Schlagwörter	High School Students; Mathematics Education; College Admission; Competitive Selection; Benchmarking; STEM Education; Required Courses; Articulation (Education); State Universities; Majors (Students); Low Income; Minority Group Students; Institutional Characteristics; Advanced Courses + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Hochschulzugang; Hochschulzulassung; Zulassung; STEM; Pflichtkurs; Articulation; Artikulation (Ling); Artikulation; Aussprache; Staatliche Universität; Niedriglohn; Fortgeschrittenenunterricht
Abstract	Many have called for improved alignment between high school graduation and college admission requirements. However, few have empirically examined the extent to which courses needed for college admission are not offered by high schools, which I call underalignment. Using high school-level data from the Office for Civil Rights, I examined high school math underalignment relative to public flagships' published minimum math requirements. Overall, 2.2% of public high schools did not offer the math course required for admission by their respective state flagship. Because minimum requirements may not reflect competitive admission processes such as those found at selective flagships or for intended science, technology, engineering, and mathematics (STEM) majors, I estimated 2 additional benchmarks: the probable math requirement based on the flagship's selectivity and the highest math course most commonly taken by entering STEM majors. When considering probable and STEM math benchmarks, underalignment was higher--6.9% and 29.0% of high schools, respectively. Findings from logistic regression analysis show low-income student-of-color high schools have a higher probability of underalignment compared with most other high school types, net of school characteristics and state-level fixed effects across all three benchmarks. Policy implications for improving alignment and equity are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01