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ERIC Number: EJ995289
Record Type: Journal
Publication Date: 2012
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0018-1498
Predictors of Placement in Lower Level versus Higher Level High School Mathematics
Archbald, Doug; Farley-Ripple, Elizabeth N.
High School Journal, v96 n1 p33-51 Fall 2012
Educators and researchers have long been interested in determinants of access to honors level and college prep courses in high school. Factors influencing access to upper level mathematics courses are particularly important because of the hierarchical and sequential nature of this subject and because students who finish high school with only lower level courses lack readiness for college and have severely diminished chances for admission to college. Our research analyzes a district-level transcript data set. We examine whether probabilities of enrollment in upper level mathematics courses in high school vary by demographic characteristics, before and after controlling for prior achievement. Before controlling for prior achievement, minority and low-income students have significantly lower odds of placement in upper level mathematics courses; after controlling for prior achievement, the disparities disappear. (Contains 2 tables, 1 figure and 7 footnotes.)
University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A