Algebra I, Take Two! Race and Advanced Math Course Taking Patterns during the Middle to High School Transition

• In Event: Excellence in Education Research: Early Career Scholars and Their Work

Abstract

Given 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, math course under-placement is of great concern for educators and education scholars. This is especially true for minority students, who are more likely to report being academically under-placed--a finding that holds even among the highest achievers. Using data from the first wave of the High School Longitudinal Study of 2009, this study focuses on racial differences in 9th grade math course placements for students in the advanced math track (Algebra I or higher in 8th grade). Findings show that black students in this track are significantly more likely than their white peers to retake Algebra I in Fall of 9th grade, thus altering their math course-taking trajectory.

Author

• Yasmiyn Irizarry, The University of Texas - Austin