High School All Over Again
The Problem of Redundant College Mathematics
Bibliographic Data
| ID | 9013771 |
|---|---|
| Authors | Federick Ngo (0000-0002-6328-2696, University of Nevada, Las Vegas, corresponding author), Federick J Ngo (University of Nevada, Reno) |
| Year | 2019 |
| Volume | 91 |
| Issue | 2 |
| Pages | 222-248 |
| Publication date | 2019-05-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2019.1611326 |
| OpenAlex | W2946694931 |
| Language | EN |
| Citations received | 4 |
| References cited | 35 |
Using linked high school and college records for a national sample of students, I document the first college math courses that students take and examine how they compare with high school coursework. Detailed 12th-grade math assessment data and variation in college math course-taking allow me to estimate the extent of redundant college math experiences, when students who were identified as being able to pass a higher-level course instead took a lower-level course that they had already completed in high school. I show how redundant math is a distinct experience from college math remediation and how many students in remediation are actually in redundant courses. I also inspect patterns of math redundancy among the college-going population. Roughly one-fifth of college students take math that is redundant and likely unnecessary. This is more commonly the experience of students attending public colleges, female students, and students from lower-SES backgrounds. About 40% of students beginning college in remedial math courses do so in a redundant math course
Coursework · Math education · Mathematics education · Population · Remedial education · Higher Education Research Studies · Innovations in Educational Methods · Mathematics · Medicine · Psychology · School Choice and Performance
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The Stratification of High School Learning Opportunities
Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement
Curricular Flows
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2023 (4) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 4 |