Access to Calculus: School Characteristics Associated With Minority Enrollment From the Civil Rights Data Collection

• In Event: Situating Organizational Theory in Schools, Districts, and State Departments of Education

Abstract

This study explores the question, “What are the school-level characteristics associated with non-white students’ access to Calculus courses in the high schools they attend?” This exploration is an extension of an earlier study focused on non-white student access to Algebra II. It will work to expand our understanding of how access to higher-level math courses, in this case, Calculus, may be associated with school-level characteristics of students, teachers and the structure of the school itself. The findings will help to inform school-, district- and state- level interventions aimed at ensuring equitable access to STEM courses for all students.

Authors

• Julia Bloom-Weltman, Applied Engineering Management

• Lauren E Jetty, Applied Engineering Management Corporation

• Rose E. Honey, Harvard University