ERIC Number: EJ1071098
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 63
Advanced Math Course Taking: Effects on Math Achievement and College Enrollment
Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A.
Journal of Experimental Education, v83 n4 p439-468 2015
Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.
Descriptors: Longitudinal Studies, Advanced Courses, Mathematics Instruction, Mathematics Achievement, College Attendance, Socioeconomic Status, Racial Differences, Ethnic Groups, Scores, Low Income Groups, African American Students, White Students, Interaction, High School Students, Standardized Tests, Statistical Analysis, Student Characteristics, Family Influence, Parent Influence, Asian American Students, Hispanic American Students, Multiracial Persons, Grade Point Average, Institutional Characteristics, Comparative Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
IES Grant or Contract Numbers: 1-RO3-HD065964–01|7RO3HD065964–02