The Effect Heterogeneity of High School Exit Exams on Mathematics Course-Taking

• In Event: 3429 - Section on Sociology of Education Refereed Roundtables (1 hour)
  In Refereed Roundtable 60min: 22. Math Education

Abstract

Using the High School Longitudinal Study of 2009, we investigate the effects of high school exit exams on mathematics course-taking patterns. Results reveal that, when exit exams exist, students are, over the course of four years of high school, less likely to take mathematics courses with upward moves. Exit exams also have a negative effect on the number of mathematics credits earned. However, exit exams have a positive effect on the likelihood of completing precalculus or above, while having no effect on completion of Algebra 2 or above. There is substantial heterogeneity in the high school exit exam effect along student prior achievement and socioeconomic status dimensions, contributing to a larger gap between advantaged and disadvantaged students in the completion of precalculus or above.

Authors

• Seong Won Han, University at Buffalo

• Chungseo Kang, University at Buffalo

• Lois Weis, University at Buffalo

• Kriti Singh, University at Buffalo

• Rachel Dominguez, University at Buffalo