Does High School Increase Socioeconomic Inequality in Math Achievement? Evidence from the Differential Exposure Approach

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Abstract

Previous research finds that schooling is compensatory at younger ages. However, scholars have not reached a consensus on whether this compensatory effect persists in high school, where students’ learning experiences are highly differentiated. To address this gap, this study examines how schooling shapes socioeconomic disparities in math achievement in high school using data from the High School Longitudinal Study of 2009 (HSLS:09). Drawing on the Differential Exposure Approach, the analysis assesses whether school exposure widens or narrows the SES gap in student performance. Results show that students with higher SES do not significantly benefit more from extra school exposure between 9th and 11th grade. Moreover, while increased school exposure does not amplify inequality in general, there is heterogeneity among students with different course-taking patterns. This study suggests a potentially compensatory role played by high school that might be overlooked.

Author

• Jierui Li, The Ohio State University