Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
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| Title: | Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform |
|---|---|
| Language: | English |
| Authors: | Elizabeth Huffaker (ORCID |
| Source: | Educational Researcher. 2025 54(2):91-102. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Grade 9 Junior High Schools Middle Schools Grade 10 |
| Descriptors: | Educational Change, Mathematics Education, Mathematics Instruction, Algebra, Geometry, High School Students, Grade 9, Grade 10, Advanced Placement, Calculus, Student Characteristics, Race, Enrollment Trends |
| Geographic Terms: | California (San Francisco) |
| DOI: | 10.3102/0013189X241309642 |
| ISSN: | 0013-189X 1935-102X |
| Abstract: | 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 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 10th grades (e.g., delaying Algebra I and geometry). Participation in Advanced Placement (AP) math initially fell 15% (6 percentage points), 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1466273 |
| Database: | ERIC |
| Abstract: | 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 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 10th grades (e.g., delaying Algebra I and geometry). Participation in Advanced Placement (AP) math initially fell 15% (6 percentage points), 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. |
|---|---|
| ISSN: | 0013-189X 1935-102X |
| DOI: | 10.3102/0013189X241309642 |
