Does Raising the Bar Level the Playing Field?: Mathematics Curricular Intensification and Inequality in American High Schools, 1982-2004

Autor/inn/en	Domina, Thurston; Saldana, Joshua
Titel	Does Raising the Bar Level the Playing Field?: Mathematics Curricular Intensification and Inequality in American High Schools, 1982-2004
Quelle	In: American Educational Research Journal, 49 (2012) 4, S.685-708 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831211426347
Schlagwörter	High Schools; High School Graduates; Social Stratification; Calculus; Mathematics Education; Equal Education; High School Students; Advanced Students; Race; Social Class; Educational Trends; Trend Analysis + Suchen Sie Ihr Suchwort? High school; Oberschule; High schools; Graduate; Graduates; Absolvent; Absolventin; Soziale Zusammensetzung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematische Bildung; Student; Students; Schüler; Schülerin; Studentin; Fortgeschrittener; Rasse; Abstammung; Social classes; Soziale Klasse; Bildungsentwicklung; Trendanalyse
Abstract	Over the past three decades, American high school students' course taking has rapidly intensified. Between 1982 and 2004, for example, the proportion of high school graduates who earned credit in precalculus or calculus more than tripled. In this article, the authors investigate the consequences of mathematics curricular intensification for social stratification in American high schools. Using representative data from U.S. high school graduates in 1982, 1992, and 2004, the authors estimate changes in race-, class-, and skills-based inequality in advanced math course credit completion. Their analyses indicate that race, class, and skills gaps in geometry, Algebra II, and trigonometry completion have narrowed considerably over the study period. However, consistent with the theory of maximally maintained inequality, inequalities in calculus completion remain pronounced. (Contains 6 tables and 13 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10