12th Grade Course-Taking and the Distribution of Opportunity for College Readiness in Mathematics

Autor/inn/en	Asim, Minahil; Kurlaender, Michal; Reed, Sherrie
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	12th Grade Course-Taking and the Distribution of Opportunity for College Readiness in Mathematics
Quelle	(2019), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grade 12; High School Seniors; Course Selection (Students); Student Characteristics; Racial Differences; Ethnicity; Socioeconomic Status; Grade 11; Academic Achievement; Public Colleges; College Bound Students; Mathematics Instruction; Enrollment Trends; Public Schools; Gender Differences; Advanced Placement; Disadvantaged Youth; California + Suchen Sie Ihr Suchwort? School year 12; 12. Schuljahr; Schuljahr 12; Course selection; Student; Students; Kurswahl; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; School year 11; 11. Schuljahr; Schuljahr 11; Schulleistung; Mathematics lessons; Mathematikunterricht; Public school; Öffentliche Schule; Geschlechterkonflikt; Benachteiligter Jugendlicher; Kalifornien
Abstract	In this report, the authors explore the patterns in mathematics course-taking among California public high school seniors. They describe what courses students are enrolled in and how course participation varies by key student characteristics, such as race/ethnicity, socioeconomic status, and performance level on the state's 11th grade assessments. The authors also explore course-taking patterns for students eligible for California's public four-year colleges--California State University (CSU) and the University of California (UC), and for applicants and admitted students at the CSU and UC. The findings demonstrate that although a large majority of college-bound students enrolled in math in their final year of high school, advanced math pathways were not equally accessed among our high school seniors. These disparities in enrollment patterns by race/ethnicity and school characteristics likely contribute to disparities in postsecondary access and success. (ERIC).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01