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34.027 - Access to Accelerated Mathematics Course-Taking in Middle School and Beyond
Sat, April 6, 2:15 to 3:45pm, Sheraton Centre Toronto Hotel, Floor: Mezzanine, Chestnut WestSession Type: Symposium
Abstract
This symposium addresses two driving research questions: (1) What factors shape placement into accelerated mathematics course-taking? (2) What are the consequences of accelerated course-taking for students with different levels of readiness? Presenters integrate diverse theoretical perspectives to draw insight from administrative records, national longitudinal datasets, experimental studies, and surveys of social and emotional learning. One cross-cutting finding across presenters is that student motivation and socioemotional development, in addition to academic achievement, must be considered in answering both questions. In addition, presenters use large longitudinal datasets to study course-taking trajectories and other mathematics outcomes throughout learning. Developmental processes that start even before formal K-12 instruction can shape later access to advanced mathematics courses more than a decade later.
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Papers
Does Readiness for Eighth-Grade Algebra Matter? A Quasi-Experimental, Multisite Analysis of Short- and Longer Term Outcomes - Nicholas Andrew Sorensen, American Institutes for Research; Whitney Layne Cade, American Institutes for Research; Sanja Jagesic, Consortium on Chicago School Research At The University of Chicago; Kirk Walters, American Institutes for Research; Jordan Rickles, American Institutes for Research; Ryan Curtis Eisner, American Institutes for Research
The Role of Identity-Based Motivation in Teachers' Advanced Math Course Placement Decisions - Nicholas Andrew Sorensen, American Institutes for Research; Ryan Curtis Eisner, American Institutes for Research; Daphna Oyserman, University of Southern California; Kirk Walters, American Institutes for Research
The Socio-Emotional Consequences of Accelerated Middle School Mathematics - Thurston Domina, University of North Carolina - Chapel Hill; Paul Hanselman, University of California - Irvine; Andrew McEachin, RAND Corporation; Andrew Penner, University of California - Irvine; Emily K. Penner, University of California - Irvine
Early Math Skills and Enrollment in Algebra in Ninth Grade - Pamela E. Davis-Kean, University of Michigan; Thurston Domina, University of North Carolina - Chapel Hill; Megan Kuhfeld, NWEA; Alexa Ellis, University of Michigan - Ann Arbor; Elizabeth Gershoff, University of Michigan
Mathematics Course-Taking Pathways for Joining STEM in College - David I. Miller, American Institutes for Research; Jonathan Wai; David Henry Uttal, Northwestern University