Advanced Math Course Taking: Effects on Math Achievement and College Enrollment.
Using data from the Educational Longitudinal Study of 2002-2006 (ELS:02/06), this study investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status (SES) 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 SES students than for high SES 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.
Assistant Professor, Department of Education Policy Studies, The Pennsylvania State University.
Soo-Yong
SY
Byun
Assistant Professor, Department of Educational Studies, University of South Carolina.
Matthew J
MJ
Irvin
Assistant Professor, Department of Educational Studies, University of South Carolina.
Bethany A
BA
Bell
Advanced math course taking; SES; propensity score matching; race/ethnicity