Equalizing Probability of Taking Higher Math Would Reduce Racial Inequality in Academic Performance

• In Event: Sociology of Education Section Roundtables
  In Refereed Roundtable (60 minute): Table 22. STEM Course Enrollment and Performance across Groups

Abstract

Differential course-taking patterns in high school reproduce racial disparities in academic achievement, yet a larger theoretical framework remains incomplete. Drawing on recent methodology innovation in regression with residuals (RWR), this study examines how both the likelihood of enrolling in higher mathematics courses and the academic returns from such enrollment contribute to racial inequality in student academic performance. Our analysis demonstrates that Black and Hispanic students are significantly less likely to take higher math from eighth through eleventh grades compared to their White peers. However, once enrolled, students from underrepresented racial groups do not benefit less compared to White students. Counterfactual simulations indicate that equalizing access to advanced mathematics across racial groups would substantially reduce observed achievement gaps. These findings underscore the importance of equitable course placement as a lever for addressing racial disparities in educational outcomes.

Authors

• Jierui Li, The Ohio State University

• Stephen W. Raudenbush, University of Chicago