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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 0000-0002-8050-4844), Sarah Novicoff (ORCID 0009-0007-4105-1962), Thomas S. Dee (ORCID 0000-0001-7524-768X)
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
FullText Text:
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  Data: Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
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  Data: <searchLink fieldCode="AR" term="%22Elizabeth+Huffaker%22">Elizabeth Huffaker</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8050-4844">0000-0002-8050-4844</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Novicoff%22">Sarah Novicoff</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0007-4105-1962">0009-0007-4105-1962</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+S%2E+Dee%22">Thomas S. Dee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7524-768X">0000-0001-7524-768X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Researcher%22"><i>Educational Researcher</i></searchLink>. 2025 54(2):91-102.
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  Data: 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
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  Data: 12
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  Data: 2025
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  Data: <searchLink fieldCode="DE" term="%22California+%28San+Francisco%29%22">California (San Francisco)</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2025
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  Data: EJ1466273
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        Value: 10.3102/0013189X241309642
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 91
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      – SubjectFull: Educational Change
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Race
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      – SubjectFull: Enrollment Trends
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      – SubjectFull: California (San Francisco)
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    Titles:
      – TitleFull: Ahead of the Game? Course-Taking Patterns under a Math Pathways Reform
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