Reducing Racial and Socioeconomic Disparities in Mathematics Achievement by Altering the Patterns and Timing of High School Mathematics Course Taking

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Abstract

This study aims to explore the effects of two potential interventions in reducing educational gaps in 11th-grade math achievement among high school students from diverse socioeconomic and racial/ethnic backgrounds. The interventions ensure that all students complete Algebra I by 9th grade and Algebra II by 11th grade. The results indicate that the first intervention demonstrates positive effects across all groups, notably narrowing the disparity for low-SES White students but leaving substantial gaps for other groups. The second intervention shows overall greater positive effects but widens the gap for certain intersectional groups, as high-SES Whites benefit disproportionately. Moreover, when these interventions are implemented in high-SES schools, they appear to bring more significant benefits to all groups except for high-SES White students.

Authors

• Xinyao Zheng, University of California - Riverside

• Soojin Park, University of California - Riverside