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ERIC Number: ED562785
Record Type: Non-Journal
Publication Date: 2014
Pages: 20
Abstractor: ERIC
Reference Count: 53
Motivational Predictors of Math Course Persistence
Martinez, Marcela
Society for Research on Educational Effectiveness
Given the growing economic returns to education (Psacharopoulos & Patrinos, 2004) and the overwhelmingly high educational expectations of American high school students (Domina et al., 2011; Goyette, 2008), one might expect nearly all U.S. high school students to take as many academic courses as they can. Consistent with this expectation, much research on inequalities in course completion focuses on structural inequalities in "opportunities to learn" (Catsambis, 1994; Oakes, 1990; Schneider et al., 1998; Stevenson et al., 1994). This research demonstrates that students' current and future math opportunities are unequal and linked to inequalities formed in the past. However, less attention has been given to the fact that nearly 40 percent of U.S. high school students opt out of one or more years of high school mathematics (authors computations ELS: 2002). This estimate is even grimmer when we include high school dropouts and exclude retaken math courses. For this reason, this study focuses on students' agency to choose (or not) to take four years of math while accounting for a web of influences such as social background, math track, prior performance, and state policies. Drawing upon youth academic motivation research, this paper investigates the factors that influence student decisions to complete four years of high school mathematics. Tables and figures are appended.
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Publication Type: Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)