Increasing Access to Advanced Mathematics through Self-Selection: A Multinomial Logistic Regression Analysis

Our study evaluated the effectiveness of a new tracking policy called self-selection (SS). The purpose of SS was to increase the representation of students of color in advanced mathematics courses at an urban midwestern middle school. We conducted a multinomial logistic regression to determine the e...

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Bibliographic Details
Published in:The High School journal 2022-01, Vol.105 (2), p.145-169
Main Authors: Tholen, Alana, Edosomwan, Kristian, Hong, Dae, Fulmer, Gavin W, Young, Jamaal
Format: Article
Language:English
Subjects:
Access to education
Advanced Courses
African American Students
Algebra
Asian students
Black students
Careers
Civil rights
Course Selection (Students)
Disproportionate Representation
Educational Attainment
Educational Policy
Enrollment
Enrollment Trends
Enrollments
Geometry
Hispanic American Students
Learning
Mathematics
Mathematics Education
Mathematics Instruction
Middle class
Middle School Students
Minority Group Students
Racial differences
Regression analysis
Secondary School Mathematics
Secondary schools
Segregation
Study and teaching
Success
Track System (Education)
Trends
Urban Schools
White people
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Summary:Our study evaluated the effectiveness of a new tracking policy called self-selection (SS). The purpose of SS was to increase the representation of students of color in advanced mathematics courses at an urban midwestern middle school. We conducted a multinomial logistic regression to determine the effect of the SS on enrollment trends among 2,627 students. The results of our analysis indicate that Black and Latinx students were less likely to enroll in advanced mathematics courses after the implementation of self-selection. Based on our findings, SS did not statistically significantly increase the ethnic representation of historically underserved students of color in advanced middle school mathematics courses. Implications and considerations for future research on SS are discussed.
ISSN:0018-1498
1534-5157
1534-5157
DOI:10.1353/hsj.2022.0003