Race and Math Placement Mismatch During the Middle-to-High School Transition

• In Event: Mind the Gaps: Educational Stratification by Race/Ethnicity and Ability/Disability

Abstract

Evidence suggests that tracking not only exacerbates inequality and contributes to test score gaps, but also increases classroom-level segregation, a phenomenon also known as racialized tracking. Even the highest achieving minority students are not immune to racialized tracking, as they to report being academically under-placed. Course placement mismatch is of great concern for educators and education scholars because of the cumulative and sequential nature of mathematics course taking and the importance of early math course placements for advanced math course taking and college matriculation. Accordingly, with data from the High School Longitudinal Study of 2009, this study focuses on racial inequality in 9th grade math course placements and course placement mismatch during the middle to high school transition.

Author

• Yasmiyn Irizarry, The University of Texas - Austin