Exploring Inequity in Advanced Mathematics Courses Using Critical Spatial Methodologies

• In Event: Critical Race Theory and the Spatial Analysis: Cases of Praxis to Disrupt Racial Injustice

Abstract

Objectives/Purpose: Using spatial methods to understand educational opportunity as a matter of equity, this paper examines the extent to which districts across Missouri offer access to advanced coursework in mathematics at the high school level. Algebra 1 is a baseline for college preparatory mathematics and districts must offer courses beyond Algebra 1 to complete the college preparatory portfolio. This study seeks to determine the opportunity to enroll in advanced mathematics courses (AdvMathCrs) from a Critical Racial Theory perspective for historically underserved students by using critical spatial methodologies.

Theoretical Frameworks: In order to be employed after graduation in the prospering commercial sectors, students must be proficient in STEM disciplines. The mathematical foundation is built in grades K-12 and if factors necessary for this development are limited, then educational inequity emerges in the early grades (Tate, 2005; Tate, 1995). The development of inequity among students can arise out of differences in opportunities to learn (OTL). Limited OTL created by obstacles at school and at home reduce exposure to critical learning activities.
Potential obstacles to OTL in the school setting are many. The most obvious is lack of appropriate coursework for students to enroll (Tate, et. al., 2012; Tate, 2008b; Klopfenstein, 2004; NCES, 2014; Wai, et. al., 2010; Wang, 2013). If AdvMathCrs are not offered at the high school, then the OTL mathematics necessary for college STEM disciplines is absent. This school wide obstacle insures that students will not acquire the necessary skills in higher level mathematics and science courses nor the number of courses essential for adequate preparation (Tate, et. al., 2012).

Methods & Data Sources: Geospatial analysis and geographic information systems (GIS) software were used to see how variable relationships with AdvMathCrs differed as a function of local context. Local Moran’s I (Mitchell, 2005) was used to examine statistically significant clustering of variables across the state. Geographically weighted regression (GWR) (Fotheringham et al., 2002) was used to determine significant relationships between the number of AdvMathCrs and Algebra I scores, cost per student, and percentage FRL students.
The data consisted of variables from 493 districts with high schools in Missouri (2011-2012). District data were from two sources: (1) the Missouri Department of Elementary and Secondary Education (DESE) (Missouri DESE, 2014); and (2) U.S. Department of Education Office of Civil Rights Data Collection (CRDC) for 2011-2012, (2014).

Result/Conclusions/Significance: The results of the spatial analyses show the unevenness of AdvMathCrs offerings. Students from districts with smaller enrollment, located in rural regions, with high FRL, and underserved percentages are much less likely to have access to AdvMathCrs. Students from these local contexts experience the consequences of educational inequity manifested in the lack of opportunity to learn advanced mathematical skills necessary for further STEM education and future careers. The findings show that spatial justice in terms of an equal opportunity to participate in AdvMathCrs is not distributed equitably across the state. The opportunity to take AdvMathCrs is a form of spatial justice and this justice varies by location.

Author

• Mark Hogrebe, Washington University in St. Louis