Maintained Inequalities amid Algebra for All

• In Event: 435 - Section on Sociology of Education Roundtables (one-hour)
  In Refereed Roundtable: Table 13. Race/Ethnic Gaps across Educational Outcomes

Abstract

Between 2003 and 2012, the proportion of 8th graders in California public schools enrolled in Algebra increased from 37% to 68%. But what were the implications of this Algebra for All initiatives for racial and socioeconomic inequalities in advanced mathematics course taking? In particular, were social advantages maintained in the face of this large change, as predicted by sociological theories of educational changes? We answer these questions by building a school panel database documenting mathematics course-taking overall and by student subgroups in California middle schools between 2003 and 2012. Consistent with the notion of Maximally Maintained Inequality, we find that black-white disparities in algebra course-taking do not narrow appreciably in California public schools, unless schools universalize algebra enrollment. Conversely, expansion increased inequality among schools with initially low algebra enrollments increased, providing empirical evidence of the claim from EMI that advantaged social actors take advantage of new forms of scarce resources as they emerge.

Authors

• Paul Hanselman, University of California-Irvine

• Thurston A. Domina, University of California-Irvine

• NaYoung Hwang, University of California-Irvine