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ERIC Number: EJ858248
Record Type: Journal
Publication Date: 2009
Pages: 26
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1467-9620
Understanding the Relationship between Mathematics and Science Coursework Patterns
Ma, Xin
Teachers College Record, v111 n9 p2101-2126 2009
Background/Context: There has been little research on the relationship between mathematics and science coursework in secondary school. Purpose of Study: The present analysis explored the patterns of science course-taking in relation to the patterns of mathematics course-taking among high school graduates. Research Design: Using data from the 2000 High School Transcript Study (N = 20,368), secondary analysis was performed in the form of multilevel models with students nested within schools to document a strong relationship between mathematics and science coursework patterns. Findings/Results: Results highlighted that (1) taking more courses in advanced mathematics was related to taking more courses in advanced science (this relationship remained strong even after adjustment for student-level and school-level variables); (2) the more courses that students took in advanced mathematics, the more likely it was that student and school characteristics would join in to select students into taking more courses in advanced science; (3) many high school graduates complied with graduation requirements by taking limited nonadvanced mathematics and science coursework during high school; and (4) mathematics coursework was necessary but insufficient to promote advanced science coursework. Conclusions/Recommendations: State governments are encouraged to prescribe not only the number but also the content of mathematics and science courses required for high school graduation. School personnel such as career counselors are encouraged to help promote better coursework of students in mathematics and science.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A