Do Achievement Gaps in High School Math Divert Underrepresented Students?

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Achievement, Identity, and Social Justice in Mathematics Education (Table 1)

Abstract

This research studies the achievement gaps in a sequence of high school general math courses: Algebra 1, geometry, and Algebra 2. We used national data (HSLS:2009) to examine whether the achievement in the general math sequence have disproportionately large impacts on underrepresented students for persisting in the pipeline and accessing to advanced math courses. Particularly, we estimate the risk of not advancing at each point in the math pipeline and quantify the cumulative effects of attrition over time for underrepresented students such as underrepresented minorities (URMs), female, and low socioeconomic (SES) students.

Author

• Xinyao Zheng, University of California - Riverside
  Presenting Author