Inside the Math Trap: Chronic Math Tracking from High School to Community College

Autor/inn/en	Ngo, Federick J.; Velasquez, David
Titel	Inside the Math Trap: Chronic Math Tracking from High School to Community College
Quelle	In: Urban Education, 58 (2023) 8, S.1629-1657 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ngo, Federick J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085920908912
Schlagwörter	Academic Records; Community College Students; Secondary School Mathematics; College Mathematics; Repetition; Educational Mobility; Urban Schools; Race; Ethnicity; Track System (Education); Equal Education; Educational Opportunities; High Schools; California + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Community college; Community colleges; College students; Community College; Collegestudent; Wiederholung; Bildungsmobilität; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Ethnizität; Leistungsgruppe; Leistungsdifferenzierung; Bildungsangebot; Bildungschance; High school; Oberschule; Kalifornien
Abstract	Examining linked academic transcripts from urban community colleges and their feeder high schools, we identify math course-taking patterns that span sectors. We highlight stifled mobility and chronic repetition of math coursework in the transition to college, and we identify "math traps" from which students do not escape. Math mobility was limited, math repetition was rampant, and nearly half of students found themselves in math traps. All else equal, being trapped in math was significantly linked to race/ethnicity, suggesting that these forms of chronic math tracking across sectors expose previously undocumented forms of inequality in educational experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01