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Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform

Elizabeth Huffaker,
Sarah Novicoff,
Thomas S. Dee

A controversial, equity-focused mathematics reform in the San Francisco Unified School District (SFUSD) featured delaying Algebra I until ninth grade for all students. This descriptive study examines student-level longitudinal data on mathematics course-taking across successive cohorts of SFUSD students who spanned the reform’s implementation. We observe large changes in ninth and tenth grades (e.g., delaying Algebra I and Geometry). Participation in Advanced Placement (AP) math initially fell 15% (6 pp.) driven by declines in AP Calculus and among Asian/Pacific-Islander students. However, growing participation in acceleration options attenuated these reductions. Large ethnoracial gaps in advanced math course-taking remained.

Education level
K-12 Education
Topics
Standards, Assessment, and Curriculum
Tags
Mathematics education,
Equity,
Ability grouping
Download 03/2023
Document Object Identifier (DOI)
10.26300/yk56-yy47
EdWorkingPaper suggested citation:
Huffaker, Elizabeth, Sarah Novicoff, and Thomas S. Dee. (). Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform. (EdWorkingPaper: -734). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/yk56-yy47

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