- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
Visiting Washington, D.C.
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Twitter
Facebook
The Impact of the Michigan Merit Curriculum on High School Math Course-Taking
Mon, April 11, 2:45 to 4:15pm, Marriott Marquis, Floor: Level Four, CapitolAbstract
Using Michigan high school transcript data, this paper examines the effect of the Michigan Merit Curriculum (MMC), a statewide college preparatory curriculum which increased graduation requirements with the intent to promote college attendance for the high school graduation class of 2011. Additionally, we examine the impact of the MMC on curriculum intensity, test scores, and college attendance at two and four year institutions. Consistent with recent trends in changes to high school curriculum, we find that the policy raised the highest level and number of math courses taken, primarily among low income students. Results estimated by interrupted time series are consistent with previous studies on curriculum intensity revealing that achievement in mathematics is a strong predictor of general academic outcomes. Our work extends that of others by developing a measure of curriculum intensity by constructing math course sequences, using both course title and catalogue content separately. Using this new measure we examine the relationship between (changes in) sequence, rigor, and academic outcomes.
One objective of the MMC is to reduce inequality in learning opportunities by requiring them to complete a standardized set of math courses generally required for college admission. Results show heterogeneous effects of the MMC on course taking behavior; high SES students are less likely to be impacted by the policy because these students were taking more advanced math and science courses before policy implementation. The greatest change in course taking patterns is among low SES students. We find a positive effect of the MMC on total math courses taken, on average a post MMC student takes nearly half a year more of math.
A unique aspect of the MCER transcript data are the alternative measures available to describe the courses a student has taken. Previous work has shown significant discrepancies between simply using the title of the course, rather than going deeper into the description of the courses content. Measuring the impact of the policy on highest math course taken, we find no change when looking at titles based coding of the Secondary Codes for the Exchange of Data (SCED). However when we examine changes using coding based on course descriptions it appears that the additional courses taken by low SES students are in fact higher level math courses.
We conclude that the policy did have the intended effect of reducing inequality in access to courses, however further work is needed to understand the impact of the changing composition of courses taken in a student’s high school career. Preliminary results from other work show similar policies reduced graduation rates among low performing students, if true this paper demonstrates one mechanism by which that might occur. By pushing students who were not on an advanced trajectory into more rigorous courses, that they may fail, we may be harming those students who are least prepared. The question that remains to be answered then with a policy like this, is who is reaping the benefits and how can we mitigate the impact of increasing curriculum intensity on low-performing students.