Exploring the Relationship Between Economic Disadvantage, Race, Ethnicity, and Middle School Algebra and Above Enrollment (Poster 29)

• In Event: AERA Poster Session Six
  In Poster Session: Division H Poster Session on Applied Research in Schools

Abstract

This study, commissioned by a Research-Practitioner Partnership, addresses two research questions about middle school Algebra I and higher level math course enrollment: 1) how do student demographics relate to enrollment and 2) how does the intersectionality of race/ethnicity and economic disadvantage relate to enrollment from 2014-2018? Multilevel logistic regression analysis found race/ethnicity, disability status, and socioeconomic status, along with the intersection of these variables, to be significant predictors. The results contribute to both equitable access to advanced coursework literature as well as the Quantitative Critical Race Theory (Quantcrit), to inform future policy that considers the larger, complex school system variables that impact enrollment into middle school Algebra, the gateway course to future student academic and career success.

Authors

• Erica Ross, Virginia Commonwealth University
  Presenting Author

• Chin-Chih Chen, Virginia Commonwealth University
  Presenting Author

• Jenna Lenhardt, Virginia Commonwealth University
  Presenting Author

• David Bryant Naff, Virginia Commonwealth University
  Presenting Author

• Virginia Palencia, Christopher Newport University
  Non-Presenting Author

• Chris Parthemos, Virginia Commonwealth University
  Non-Presenting Author