Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1703344 |
| Date | 05 1900 |
| Creators | Richardson, Connie J. |
| Contributors | Eddy, Colleen, Chen, Qi, Morton, Karisma, Sailors, Misty |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | ix, 127 pages, Text |
| Rights | Public, Richardson, Connie J., Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0022 seconds