Staying on Track to College: Gaps Between Desired and Actual P-12 Math Achievement Trajectories

• In Event: Understanding Precollege Access Factors

Abstract

This study addresses missing links in the current college readiness debates by investigating gaps between desired and actual math achievement trajectories for college pathways among all students as well as racial and social subgroups through P-12 education. The goals of the study are to provide evidence-based P-12 performance benchmarks for college readiness, and to assess the achievement gaps. The analysis of multiple national datasets (ECLS-B, ECLS-K, NELS, NAEP, TIMSS, state tests) suggest that entrance into and completion of 2-year and 4-year colleges requires substantially different levels of math achievement, and that performance at or above national vs. state standards may lead to distinctive college pathways. The study also reveals significant racial and social gaps in terms of college readiness trajectories.

Author

• Jaekyung Lee, University at Buffalo - SUNY