The Black-White Gap in Mathematics Course Taking

@article{Kelly2009TheBG,
  title={The Black-White Gap in Mathematics Course Taking},
  author={Se{\'a}n Kelly},
  journal={Sociology of Education},
  year={2009},
  volume={82},
  pages={47 - 69}
}
  • Seán Kelly
  • Published 1 January 2009
  • Education
  • Sociology of Education
Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black-white gap in mathematics course taking is… 

Figures and Tables from this paper

Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement

Despite increases in the representation of African American and Hispanic youth in advanced math courses in high school over the past two decades, recent national reports indicate that substantial

Explaining Race, Poverty, and Gender Disparities in Advanced Course-Taking.

We use panel data on Florida high school students to examine race, poverty, and gender disparities in advanced course-taking. While white students are more likely to take advanced courses than black

Advanced Math Course Taking: Effects on Math Achievement and College Enrollment

Using data from the Educational Longitudinal Study of 2002–2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects

The Impact of the Michigan Merit Curriculum on High School Math Course-Taking

Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this

Explaining university course grade gaps

This paper estimates the discrepancy in university mathematics and science course grades across races. Although there are significant Black–White and Hispanic–White grade discrepancies, or gaps,

Explaining university course grade gaps

This paper estimates the discrepancy in university mathematics and science course grades across races. Although there are significant Black–White and Hispanic–White grade discrepancies, or gaps,

Hidden Disparities: How Courses and Curricula Shape Opportunities in Mathematics During High School

A multi-dimensional description of students’ mathematics curricula during high school was obtained from analyses of surveys, transcripts, and textbooks collected for a nationally representative study of adolescents during the mid-1990s.

Classroom Composition and Racial Differences in Opportunities to Learn.

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they

Classroom Composition and Racial Differences in Opportunities to Learn

Black and White advanced math students leave high school with disparate math skills. One possible explanation is that minority students are exposed to different learning opportunities, even when they
...

References

SHOWING 1-10 OF 74 REFERENCES

Curriculum Tracking as Mediating the Social Distribution of High School Achievement.

The study reported here investigated the social distribution of mathematics achievement in a random sample of students and high schools drawn from the base year and first followup of High School and

Getting on the Fast Track in Mathematics: School Organizational Influences on Math Track Assignment

This study examines the ways in which school-level policies and procedures influence students' probabilities of being placed in the accelerated track in mathematics in the middle school and senior

Students, Courses, and Stratification.

Using data from the transcripts of 1, 700 students who entered four high schools as ninth graders in fall 1979, we estimated the influence of students' background characteristics on course placement

The Stratification of High School Learning Opportunities.

This paper suggests that students' opportunities to learn may be stratified both between and within schools: Schools serving a more affluent and able clientele may offer more rigorous and enriched

Access to Excellence: Assignment to Honors English Classes in the Transition From Middle to High School

This article examines the processes and criteria of assignment to honors English classes in five mid western communities. It uses qualitative and quantitative data to study the placement process in

Student Achievement in Public Magnet, Public Comprehensive, and Private City High Schools

Problems with our public urban high schools are widely discussed, and many see magnet schools and private schools as the answer. But are those schools really better at increasing the academic skills

Segregation and Resegregation in North Carolina’s Public School Classrooms

Although many studies have used information at the school level to measure the degree of racial segregation between schools, the absence of more detailed data has limited the analysis of segregation

The Organization of Students for Instruction in the Middle School

This article examines two aspects of the practice of tracking students for instruction in the middle school: the structure of a tracking system and the process of assigning students to track levels.

CURRICULUM TRACKING AND STATUS MAINTENANCE

Prior studies of the role of curriculum tracking in status maintenance have offered contradictory results, suggesting either that (1) tracking sorts children from different backgrounds into different
...