“Are They Really on Track?” A Hierarchical Linear Modeling Analysis of Texas Mathematics Tracking Practices

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Overt and Covert Tracking: Relationships Among Curricular Access, School Policies, and Student Characteristics (Table 18)

Abstract

The differential access to Algebra I for students is chronically linked to inequities within and throughout PK-12 schooling environments. We examined Algebra 1 End of Course exam data from the Texas Educational Agency in the 2018-2019 academic year. Utilizing hierarchical linear modeling, we analyzed the scores based on student demographics, mathematics track, and school locale. Student track was a significant predictor for Algebra I achievement, accounting for prior mathematics achievement, biological sex, race, LEP status, at-risk status, and school locale. Our results provide insight into the variability in student performance at both the school and district level.

Authors

• Miriam M. Sanders, University of Wyoming

• Kristian Edosomwan, University of Houston

• John A. Williams, Texas A&M University