The Role of Curriculum and Placement in Structuring Math Attainment

• In Event: 435 - Section on Sociology of Education Roundtables (one-hour)
  In Refereed Roundtable: Table 21. Gender and Course Taking

Abstract

Using longitudinal administrative transcript data for five cohorts of students in Florida, we examine how schools structure opportunities through differential curricular offerings. The results indicate that curriculum is associated with math attainment beyond the opportunity to take more or less rigorous classes. For example, students who did not take remedial courses had lower math attainment in schools that offered remedial courses compared to their peers in the same courses in schools without remedial courses. At the other end of the spectrum, students who did not take honors courses had higher math attainment in schools that offered honors courses. Moreover, the results show that the consequences of initial math course placement are very difficult, if not impossible, to overcome. Neither students’ academic preparation nor performance in their algebra 1 courses can overcome the negative association between remedial placement and eventual math attainment. These findings offer important insights into how school curricula structure opportunities, with implications for both theory and practice.

Authors

• Will Tyson, University of South Florida

• Josipa Roksa, University of Virginia