Research References
Allensworth, E., Nomi, T., Montgomery, N., & Lee, V. E.
(2009). College preparatory curriculum for all: Academic
consequences of requiring algebra and English I for ninth
graders in Chicago,
Educational Evaluation and Policy Analysis, 31(4),
367–391.
https://eric.ed.gov/?id=EJ866927. Retrieved from
https://www.researchgate.net/publication/249795750
From the ERIC abstract: “There is a national movement
to universalize the high school curriculum so that all
students graduate prepared for college. The present work
evaluates a policy in Chicago that ended remedial classes and
mandated college preparatory course work for all students.
Based on an interrupted time-series cohort design with
multiple comparisons, this study found that the policy reduced
inequities in ninth grade course work by entering ability,
race/ethnicity, and special education status. Although more
students completed ninth grade with credits in algebra and
English I, failure rates increased, grades slightly declined,
test scores did not improve, and students were no more likely
to enter college. In sum, few benefits resulted from
universalizing college preparatory course work among freshmen,
but dropout rates did not increase. Possible explanations are
discussed.”
Arshavsky, N., Edmunds, J. A., Miller, L. C., & Corritore, M.
(2014). Success in the college preparatory mathematics
pipeline: The role of policies and practices employed by three
high school reform models.
School Effectiveness and School Improvement, 25(4),
531–554.
https://eric.ed.gov/?id=EJ1034471. Retrieved from
https://libres.uncg.edu/ir/uncg/f/J_Edmunds_Success_2014.pdf
From the ERIC abstract: “This paper examines the
relationship of the policies and practices employed by 3 high
school reform models—Early College High Schools, Redesigned
High Schools, and High Schools That Work—with student success
in college preparatory mathematics courses by the end of the
10th grade. Data on policies and practices collected through a
survey of school principals in North Carolina are combined
with administrative data on student course-taking and
performance. The examined policies include course-taking
requirements, rigorous instruction, academic support,
personalization, and relevance. Results show that
implementation of these policies varies across models and that
higher levels of implementation of combinations of these
policies are associated with improved outcomes.”
Booth, E., Shields, J., & Carle, J. (2017).
Advanced course completion rates among New Mexico high
school students following changes in graduation requirements
(REL 2018-278). Washington, D.C.: U.S. Department of
Education, Institute of Education Sciences, National Center
for Education Evaluation and Regional Assistance, Regional
Educational Laboratory Southwest.
https://eric.ed.gov/?id=ED576303
From the ERIC abstract: “In 2008 New Mexico changed its
graduation requirements for regular education high school
students who completed more than their senior year of high
school in a New Mexico public school. Students who entered
high school in 2009 were the first to have to complete (pass
with a D or better) at least one advanced course (a course
designated by the New Mexico Public Education Department as an
honors or gifted and talented course or designated by the
school district as an advanced, Advanced Placement, gifted and
talented, honors, or International Baccalaureate course),
dual-credit course, or distance learning course. Numerous
studies have shown the positive academic outcomes—such as
higher high school graduation and postsecondary enrollment and
persistence rates—associated with completing advanced courses.
This study examines advanced course completion rates (the
percentages of students who completed zero, one, and two or
more advanced courses) among New Mexico public high school
students in the first three cohorts subject to the state’s new
graduation requirements to identify whether gaps exist in the
state and across student and school characteristics. It uses
data on students who entered grade 9 in 2009-11 and remained
enrolled for four years. The student characteristics examined
were race/ethnicity, grade 8 standards-based assessment
performance in math, eligibility for the federal school lunch
program, and English learner status; the school
characteristics examined were performance rating, size, Title
I status, and urbanicity. The findings may help New Mexico
policymakers and practitioners understand the extent to which
traditionally underserved populations complete advanced
courses in high school. The study found that over 56 percent
of New Mexico students completed at least one advanced course
in high school but that gaps exist across racial/ethnic
groups. White students were more likely than American Indian
students and Hispanic students to complete an advanced course.
The gap in the advanced course completion rate between White
students and American Indian students was 17 percentage
points, and the gap between White students and Hispanic
students was 14 percentage points. The gaps across
racial/ethnic groups were smaller when high-performing
students (those who received a score of met expectations or
exceeded expectations in math on the state's grade 8
standards-based assessment) were examined separately. When
high- performing students were examined separately, the gap
between White students and American Indian students was 6
percentage points, and the gap between White students and
Hispanic students was 4 percentage points. The percentage was
much lower among lower performing students (51 percent among
lower performing American Indian students, 52 percent among
lower performing Hispanic students, and 64 percent among lower
performing White students), and substantial gaps remained
across racial/ethnic subgroups. The study also found that
advanced course completion rates were related to school
characteristics. The percentage of students who completed at
least one advanced course was higher among students at schools
with a performance rating of A on the state's A-F scale than
among students at schools with a lower rating. The percentage
who completed multiple advanced courses was substantially
lower among students at small schools (those with fewer than
750 students) than among students at bigger schools. The gaps
remained when high-performing students were examined
separately. The percentage who completed at least one advanced
course was lower among high-performing students at small
schools than among high-performing students at bigger schools.
Although this study was not designed to investigate the causes
of gaps in advanced course completion rates, identifying the
gaps across student and school characteristics is a first step
in helping members of the New Mexico Achievement Gap Research
Alliance develop strategies to reach traditionally underserved
students. The next step could be to investigate areas for
improvement in approaches to promoting awareness of the
availability and benefits of advanced course completion among
American Indian and Hispanic students. The finding that a
large share of these students do not complete advanced courses
highlights the need to further investigate the extent to which
advanced courses are available to students across the state,
particularly in small schools and schools with low performance
ratings.”
Dalton, B., Ingels, S. J., Downing, J., & Bozick, R. (2007).
Advanced mathematics and science coursetaking in the spring
high school senior classes of 1982, 1992, and 2004.
Statistical Analysis Report
(NCES 2007-312). Washington, D.C.: U.S. Department of
Education, Institute of Education Sciences, National Center
for Education Statistics.
https://eric.ed.gov/?id=ED497754
From the ERIC abstract: “While increased academic
requirements for high school graduation have long been
advocated, current research shows a mixed record in
mathematics and science achievement among American middle and
high school students relative to some of their international
peers. In response to these concerns and other calls for
reform, states have increased the number of courses required
for a high school diploma. Research using high school
transcripts collected by the National Center for Education
Statistics (NCES) indicates that states have been successful
in encouraging students to take more courses in science and
mathematics before graduation; however, important questions
remain about trends in mathematics and science coursetaking.
Are more students taking higher level courses in mathematics
and science, in addition to increasing the number of courses
taken? Have upward trends in coursetaking been sustained in
recent years? And have disparities among student subgroups in
coursetaking experiences changed over time? This report uses
in-depth information on the coursetaking patterns of high
school graduates in 1982, 1992, and 2004 to answer these
questions. The data show that high school graduates’
completion of mathematics courses clearly increased across the
three cohorts studied in this report. Graduates came much
closer to taking 4 full years of academic coursework in
mathematics, moving from, on average, 2.7 total credits in
mathematics in 1982 to 3.6 total credits in 2004. In addition,
graduates shifted from taking lower level mathematics courses
to taking more advanced courses. Accompanying the increase in
advanced-level mathematics coursetaking was a significant drop
in the percentage finishing high school with one of the two
lowest levels of mathematics courses completed. Clear trends
were also evident for science coursetaking. The average number
of science credits increased from 2.2 total credits in 1982 to
3.3 total credits in 2004. Further, graduates shifted in
significant proportions from taking lower level science
courses to taking upper level ones. In addition to these
overall trends in coursetaking, the number and level of
courses taken in mathematics and science increased for all
student subgroups examined. Across categories of sex,
race/ethnicity, socioeconomic status (SES) background,
educational expectations, and school sector, graduates in 2004
took more and higher levels of mathematics and science than
their peers in 1992 and 1982.”
Daun-Barnett, N., & St. John, E. P. (2012). Constrained
curriculum in high schools: The changing math standards and
student achievement, high school graduation and college
continuation.
Education Policy Analysis Archives, 20(5).
https://eric.ed.gov/?id=EJ971424
From the ERIC abstract: “Mathematics education is a
critical public policy issue in the U.S. and the pressures
facing students and schools are compounded by increasing
expectations for college attendance after high school. In this
study, we examine whether policy efforts to constrain the high
school curriculum in terms of course requirements and
mandatory exit exams affects three educational outcomes—test
scores on SAT math, high school completion, and college
continuation rates. We employ two complementary analytic
methods—fixed effects and difference in differences (DID)—on
panel data for all 50 states from 1990 to 2008. Our findings
suggest that within states both policies may prevent some
students from completing high school, particularly in the near
term, but both policies appear to increase the proportion of
students who continue on to college if they do graduate from
high school. The DID analyses provide more support for math
course requirement policies than mandatory exit exams, but the
effects are modest. Both the DID and fixed effects analyses
confirm the importance of school funding in the improvement of
high school graduation rates and test scores.”
Domina, T., Hanselman, P., Hwang, N., & McEachin, A. (2016).
Detracking and tracking up: Mathematics course placements in
California middle schools, 2003–2013.
American Educational Research Journal, 53(4),
1229–1266.
https://eric.ed.gov/?q=ED577945
From the ERIC abstract: “Between 2003 and 2013, the
proportion of California eighth graders enrolled in algebra or
a more advanced course nearly doubled to 65%. In this article,
we consider the organizational processes that accompanied this
curricular intensification. Facing a complex set of
accountability, institutional, technical/functional, and
internal political pressures, California schools responded to
the algebra-for-all effort in diverse ways. While some schools
detracked by enrolling all eighth graders in algebra, others
‘tracked up’ creating more advanced geometry opportunities
while increasing algebra enrollments. These responses created
a new differentiated course structure that is likely to
benefit advantaged students. Consistent with the effectively
maintained inequality hypothesis, we find that detracking
occurred primarily in disadvantaged schools while “tracking
up” occurred primarily in advantaged schools.”
Domina, T., & Saldana, J. (2012). Does raising the bar level
the playing field?: Mathematics curricular intensification and
inequality in American high schools, 1982-2004.
American Educational Research Journal, 49(4), 685–708.
https://eric.ed.gov/?id=EJ976561. Retrieved from
https://researchgate.net/publication/239769985
From the ERIC abstract: “Over the past three decades,
American high school students’ course taking has rapidly
intensified. Between 1982 and 2004, for example, the
proportion of high school graduates who earned credit in
precalculus or calculus more than tripled. In this article,
the authors investigate the consequences of mathematics
curricular intensification for social stratification in
American high schools. Using representative data from U.S.
high school graduates in 1982, 1992, and 2004, the authors
estimate changes in race-, class-, and skills-based inequality
in advanced math course credit completion. Their analyses
indicate that race, class, and skills gaps in geometry,
Algebra II, and trigonometry completion have narrowed
considerably over the study period. However, consistent with
the theory of maximally maintained inequality, inequalities in
calculus completion remain pronounced.”
Kim, S., Wallsworth, G., Xu, R., Schneider, B., Frank, K.,
Jacob, B., et. al. (2019). The impact of the Michigan Merit
Curriculum on high school math course-taking.
Educational Evaluation and Policy Analysis, 41(2),
164–188.
https://eric.ed.gov/?id=EJ1213935. Retrieved from
https://www.bridgemi.com/sites/default/files/the_impact_of_the_michigan_merit_curriculum_on_high_school_math_course-taking.pdf
From the ERIC abstract: “Michigan Merit Curriculum
(MMC) is a statewide college- preparatory policy that applies
to the high school graduating class of 2011 and later. Using
detailed Michigan high school transcript data, this article
examines the effect of the MMC on various students’
course-taking and achievement outcomes. Our analyses suggest
that (a) post-MMC cohorts took and passed approximately 0.2
additional years’ of math courses, and students at low
socioeconomic status (SES) schools drove nearly all of these
effects; (b) post-policy students also completed higher-level
courses, with the largest increase among the least prepared
students; (c) we did not find strong evidence on students’ ACT
math scores; and (d) we found an increase in college
enrollment rates for post-MMC cohorts, and the increase is
mostly driven by well-prepared students.”
Walston, J., Tucker, C., Ye, C., & Lee, D. H. (2017).
Graduation exam participation and performance, graduation
rates, and advanced coursetaking following changes in New
Mexico graduation requirements, 2011-15
(REL 2018-277). Washington, D.C.: U.S. Department of
Education, Institute of Education Sciences, National Center
for Education Evaluation and Regional Assistance, Regional
Educational Laboratory Southwest.
https://eric.ed.gov/?id=ED576327
From the ERIC abstract: “The New Mexico graduation rate
has lagged behind the national graduation rate in recent
years. In 2015 the graduation rate was 69 percent in New
Mexico and 83 percent nationwide (New Mexico Public Education
Department, 2016; U.S. Department of Education, 2017). Of
particular interest to education leaders in New Mexico are
differences in graduation rates among American Indian (63
percent in 2015), Hispanic (67 percent), and White students
(74 percent). Improving graduation rates among all student
subgroups is a priority for New Mexico, as is ensuring that
all students have the math and science knowledge and skills
required for success in the 21st century workplace or in
postsecondary education. This study responds to the Regional
Educational Laboratory Southwest New Mexico Achievement Gap
Research Alliance’s and the New Mexico Public Education
Department’s interest in student performance on the graduation
exam and in graduation rates among students at various levels
of performance on the exam. The alliance and the department
were also interested in patterns of enrollment in Algebra II
and lab science courses, along with the four-year graduation
rate among students who take and those who do not take these
additional courses. The study reports student participation in
the graduation exam and proficiency rates (the percentage of
students who score proficient or better) for each section and
provides the four-year graduation rate among the last cohort
that took the old exam (the 2011 cohort) and among the four
cohorts that took the new exam (the 2012-15 cohorts). The
study also reports the percentage of students who took Algebra
II and two lab science courses and the graduation rate among
the 2014 and 2015 cohorts, which were subject to the new math
and science course requirements. Results are reported by
cohort overall and by gender, race/ethnicity, eligibility for
the federal school lunch program (a proxy for socioeconomic
deprivation), and English learner status. The study does not
provide evidence on the causal impact of the changes to
graduation requirements. Changes to graduation requirements,
such as the ones enacted in New Mexico, are usually intended
to motivate positive change, such as better student
performance and higher enrollment in more-challenging courses.
The study findings show that the overall direction of change
is positive for graduation exam performance, advanced course
enrollment, and graduation rates but that differences exist
across subgroups. The differences may have implications for
targeting resources and services to students most in need of
support for staying in school and fulfilling graduation
requirements.”
Yoon, S. Y., & Strobel, J. (2017). Trends in Texas high school
student enrollment in mathematics, science, and CTE-STEM
courses. International Journal of STEM Education, 4(9),
1–23.
https://eric.ed.gov/?id=EJ1181913. Retrieved from
https://stemeducationjournal.springeropen.com/track/pdf/10.1186/s40594-017-0063-6
From the ERIC abstract: “Background: In the context of
Texas of the USA, House Bill 5 signifies a major policy shift
requiring entering high school students starting in fall 2014
to choose an endorsement, like science, technology,
engineering, and mathematics (STEM) being one of them, to
provide students with earlier exposure to a coherent course
sequence. As we barely understand students’ choices before the
endorsement requirement, this study explored 6 years of data
(2008-2013) on high school student enrollment rates in
mathematics, science, and career and technical education
(CTE)-STEM courses to set out the baseline of the trends in
STEM course enrollment in Texas. Results: The enrollment rates
of the STEM- related courses had wide variations by types of
courses, gender, and race/ethnicity. Overall, student
enrollment rates increased across time in selective and
advanced mathematics, science, and CTE-STEM courses, which
indicates a promising prospect for the STEM pipeline. However,
there were exceptions in several courses with gender and
racial/ethnic differences in the trends. Gender disparity was
greater in advanced science courses than advanced mathematics
courses, and collectively, gender gap in CTE-STEM courses
increased greater than advanced mathematics and advanced
science courses across years. While racial/ethnic differences
were constant across years in both advanced mathematics and
advanced science courses, the differences were rising in
CTE-STEM courses in recent years. Conclusions: As little is
known about students’ preferences in course-taking in STEM
courses at the state level, the findings on the trends in
students’ STEM course-taking, disaggregated by gender and
race/ethnicity, can provide needed insights on what
institutional K-12 changes would be effective for impacting
the STEM pipeline.”