Opportunity to Learn: Understanding Placement in Mathematics Courses for Ninth Graders

• In Event: 46.016 - Minority Achievement in K–12 Education

Abstract

This study describes school-level practices that determine student placement in ninth grade math examines which characteristics of schools increase or diminish the likelihood that certain practices are considered important. The results suggest that schools consider a range of sources to inform ninth grade student placement in math courses, and standardized tests are not the sole determinant. When compared to regular schools, nontraditional schools (charter, special, vocation, and alternative) consider tests more important than a student’s middle school profile and nonachievement factors. Also, having more students who are ELL or from disadvantaged socioeconomic backgrounds in a school increases the likelihood that a school will regard tests as more important than other factors in placement of ninth grade students in math courses.

Authors

• Portia Bradley-Lambright, North Carolina State University

• Tamara V. Young, North Carolina State University