A Longitudinal Study of High School Students' Math Course Trajectories

• In Event: Students' Pathways and Supports Toward College Readiness: Results From a Statewide Longitudinal Mixed-Methods Study

Abstract

This paper presents results from analyses of high school transcript data for the 2018-19 graduating cohort in a Mid-Atlantic state to determine (1) which course-taking trajectories are the most common for high school math curriculum, and (2) how common are transitions (up and down) between tracks.

Matching course credits, course titles, and course codes in the student transcript data with course catalog data, we identified the math courses belonging to six academic programs (see Figure 2). We also discovered that a small portion of students (3.1%) took a high school math course during their last year of middle school in 2015. In their first high school year 2016, most students (73%) were taking college preparatory (CP) math, another 25% were in Honors math (H), and 2% in either Academic Challenge (AC) Math or Accelerated College Preparatory Math (ACP). Students could take Advanced Placement (AP) Math beginning with their second year. Students enrolled Dual Enrollment and International Baccalaureate (IB) math in their third and fourth years.

To identify the most common trajectories and examine the flow of individual students' mathematical trajectories over their four years of high school, we produced a Sankey diagram of math courses for high school students from one academic year to the next (Figure 3). The diagram illustrates that the majority of students were on the CP math trajectory consistently through high school. The second most popular track is Honors math. However, most Honors students began taking other advanced math courses (such as IB and AP) in their third year. Students on the AC or ACP math pathway appeared to be less likely to change programs later in high school, and only a handful of these students took AP or Honors courses.

The five major trajectories based on their shared similarities and distinct differences are as follows.

Math trajectory 1 (MJ1): No advanced math courses have been taken. [53.5%] This was the most prevalent trajectory; the majority of students only took CP math throughout high school.

Math trajectory 2 (MJ2): Limited advanced math course. [9.4%] Students who began in CP math in their first high school year but later took one advanced math class.

Math trajectory 3 (MJ3): Two or more advanced math courses. [7.3%] Students who started in CP math in their first high school year but took two or more advanced math in their latter high school years.

Math trajectory 4 (MJ4): Honors Students. [24.7%] Students who began Honors math in their first year of high school and then took other advanced math classes, such as IB, DE, or AP math in later years.

Math trajectory 5 (MJ5): AC and ACP. [1.5%] Students who took AC or ACP math each year.

These results suggest that there are five major pathways of high school mathematics courses, but that a small but substantial number of students switch tracks from one year to the next. These transitions between tracks are both upward (higher rigor) and downward.

Authors

• Chu Yi Lu, University of Delaware
  Presenting Author

• Henry May, University of Delaware
  Presenting Author

• Marcia Gail Headley, University of Delaware
  Non-Presenting Author

• Jeffrey Robert Klein, University of Delaware
  Non-Presenting Author

• Katrina K. Morrison, University of Delaware
  Non-Presenting Author

• Roderick L. Carey, University of Delaware
  Non-Presenting Author