Mathematical Pathways and Barriers: How Tracking Systems Affect Multilingual Learners' Access to Advanced Coursework in Utah

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 2
  In Roundtable Session: Systems of Access: Structural Inequities and Opportunity Pathways Across Science, Literacy, and Mathematics

Abstract

This study examines course-taking patterns of multilingual learners (MLs) in Utah secondary schools using longitudinal data from the Utah State Board of Education. Through k-means cluster analysis and ordinal logistic regression, I investigate how ML status affects access to advanced mathematics coursework within Utah's education system. The Opportunity-to-Learn framework guides this analysis of potential barriers limiting MLs' educational opportunities. Using cluster analysis to identify course-taking trajectories across grades 6-12, this research examines whether EL classification creates pathways toward or barriers against advanced mathematics preparation. The study includes pathway identification and ML status as a predictor of cluster placement. Results will inform policy discussions about tracking practices and support structures for MLs in secondary education.

Author

• Marieke Timmer, University of Utah