On Track or Derailed? Race, Advanced Math, and the Transition to High School
Bibliographic Data
| ID | 2423975 |
|---|---|
| Authors | Yasmiyn Irizarry (0000-0002-5603-5953, The University of Texas at Austin, corresponding author) |
| Year | 2021 |
| Volume | 7 |
| Publication date | 2021-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Socius Sociological Research for a Dynamic World (JOURNAL) |
| Journal identifiers | ISSN: 2378-0231 • E-ISSN: 2378-0231 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2378023120980293 |
| PMID | 38282638 |
| OpenAlex | W3119634930 |
| Language | EN |
| Citations received | 25 |
| References cited | 71 |
Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed
Focus (optics · Inequality · Math education · Mathematics education · Ninth · Persistence (discontinuity · Political science · Race (biology · Scholarship · Sociology · Track (disk drive · Transition (genetics · Computer Science · Education Methods and Practices · Engineering · Gender Studies · Mathematics · Parental Involvement in Education · Psychology · School Choice and Performance
Insights from Black Male High School STEM Teachers on Black Male Students Having to Navigate the STEM Gauntlet
Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status
Public Financing of STEM Education
Girls and Boys Typically Have Similar Math Value Beliefs
Is Dis-Ability a Foregone Conclusion? Research and Policy Solutions to Disproportionality
School Racial Climate and the Racialized Experiences of Racially Minoritized Youth in Schools
Tracking the Effects
Beyond a seat at the table
Educational inequality as a consequence and cause of race
Disrupting Anti-Blackness with Young Learners in STEM
On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools
Differences in Academic Preparedness Do Not Fully Explain Black–White Enrollment Disparities in Advanced High School Coursework
The Digital Gatekeepers
Teaching Programming Skills in Methods Courses Is an Opportunity, Not a Burden
Adolescents’ Advanced STEM Course Intentions
Disrupting White Supremacy and Anti-Black Racism in Educational Organizations
Ahead of the Game? Course-Taking Patterns Under a Math Pathways Reform
Race-ethnicity, Foreign-born Status, and Poverty among the Children of STEM Graduates
Hoarding without hoarders
Long-Term Consequences of Early Access to Educational Opportunity
A Latent Class Analysis Predicting STEM Career Interest and Perceptions of Barriers
Does course-level really matter
Stereotype Promise
An Analysis of Students Who Represent Missed Opportunity for Diversifying STEM Fields
Racial Inequality in 8th-Grade Math Course-Taking
Unraveling the "model minority" stereotype
Negotiating Opportunities
Integration InterruptedTracking, Black Students, and Acting White after Brown
Fixed Effects Regression Models
Kids Don't Want to Fail
The Transition to High School as a Developmental Process Among Multiethnic Urban Youth
The Transition to High School
Multiple Imputation of Missing Values
Science, Technology, Engineering, and Mathematics (STEM) Pathways
Achievement Loss Associated With the Transition to Middle School and High School
Professional competence of teachers
Objectives, evaluation, and the improvement of education
Inequality in the Promised Land
The Effect of High School Courses on Earnings
The long-term effects of ability grouping in mathematics
Race effects on students' track mobility in high school
Opportunities For Learning
Student Selection Into Course Sequences in Mathematics
Academic Functioning and Mental Health in Adolescence
Assessing the Transitions to Middle and High School
Getting on the Fast Track in Mathematics
Curricular Reform in Mathematics and Science Since A Nation at Risk
Teachers' Perceptions and Expectations and the Black-White Test Score Gap
Family–school connections and the transitions of low-income youths and english language learners from middle school to high school
The Role of Schooling in Perpetuating Educational Inequality
Importance of Grades and Placement for Math Attainment
Is School Racial/Ethnic Composition Associated With Content Coverage in Algebra
American Educational Research Journal, 1964-1968
Does Raising the Bar Level the Playing Field
Effects of High School Course-Taking on Secondary and Postsecondary Success
The Correlates of Tracking Policy
Matchmaking
Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities
Regression with Missing Ys
A Theory of Racialized Organizations
Invisible Inequality
Effects of Feeder Patterns on Students' Transition to High School
Track Mobility in Secondary School
Sequences of Opportunities for Learning
Middle Schools and Math Groups
Tracking and Transitions through the Middle Grades
The Organization of Students for Instruction in the Middle School
Social Class Differences in Family-School Relationships
Model Students? Teachers' Perceptions and Expectations of Their Asian and White Students
The Stratification of High School Learning Opportunities
Utilizing Multidimensional Measures of Race in Education Research
Surviving at the Street Level
Racial Mismatch in the Classroom
Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement
Academic Vulnerability and Resilience during the Transition to High School
The Black-White Gap in Mathematics Course Taking
Curricular Flows
Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender
Selling students short
Does it matter if teachers and schools match the student? Racial and ethnic disparities in problem behaviors
Do increased levels of parental involvement account for social class differences in track placement
Of Promise and Penalties
| Unique citing works | 25 |
|---|---|
| Citations per year | 5 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |