Exploring disparities in taking high level math courses in public high schools

The study examines the disparity in which mathematics courses students take at public high schools under the more rigorous graduation requirements policy in the U.S. Using nationally representative data from the 2005 National Assessment of Educational Progress-High School Transcript Study (2005 NAEP-HSTS), the study used a two-level hierarchical generalized linear model (HGLM) to explore the effect of both student and school characteristics on the likelihood that students take high level mathematics courses. The study found that Black and Hispanic students, students from low-income families, and students with low educational expectations are less likely to take high level mathematics courses than their counterparts. At the school level, school socioeconomic level, measured by free and reduced lunch program eligibility, was negatively related to the likelihood of taking high level mathematics courses. Students at suburban schools had higher odds than those at rural schools of taking Advanced mathematics, Calculus, and Advanced Placement Calculus. Since earned credits of high level mathematics courses are highly associated with college readiness and graduation, these findings suggest steps that policy makers and educators could take to reduce such disparities in enrollment in high level mathematics courses.