High School All Over Again
The Problem of Redundant College Mathematics
Dados Bibliográficos
| ID | 9013771 |
|---|---|
| Autores | Federick Ngo (0000-0002-6328-2696, University of Nevada, Las Vegas, autor correspondente), Federick J Ngo (University of Nevada, Reno) |
| Ano | 2019 |
| Volume | 91 |
| Fascículo | 2 |
| Páginas | 222-248 |
| Data de publicação | 2019-05-22 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | The Journal of Higher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Editora | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.2019.1611326 |
| OpenAlex | W2946694931 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 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
Keeping track
Raising the Bar
The Community College Route to the Bachelor’s Degree
Referral, enrollment, and completion in developmental education sequences in community colleges
The Effect of High School Courses on Earnings
Help or Hindrance? The Effects of College Remediation on Academic and Labor Market Outcomes
Curriculum tracking and teacher expectations
Understanding and interpreting generalized ordered logit models
Unrealized Potential
Inequity by Design? Aligning High School Math Offerings and Public Flagship College Entrance Requirements
Detracking and Tracking Up
Does Raising the Bar Level the Playing Field
Student Characteristics, Pre-College, College, and Environmental Factors as Predictors of Majoring in and Earning a STEM Degree
The Unintended Consequences of Stigma-Free Remediation
Race, Class, and Tournament Track Mobility
Sequences of Opportunities for Learning
The Stratification of High School Learning Opportunities
Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement
Curricular Flows
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 0,67 |
| Intervalo de citações | 2020 - 2023 (4) |
| Velocidade de citação | historical |
| Altamente citado | Não |
| Tipos de citação | Neutras: 4 |