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Getting Students to and Through Advanced Math: Which Students Have Access and How State and District Leaders Can Help Address Challenges

Success in advanced math courses in high school can set students up to enter high-demand science, technology, engineering, and mathematics (STEM) careers that pay well and offer opportunities for advancement in the modern workforce. Despite these benefits, a large portion of U.S. students do not tak...

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Bibliographic Details
Published in:Policy File 2023
Main Authors: Wolfe, Rebecca L, Steiner, Elizabeth D, Schweig, Jonathan
Format: Report
Language:English
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Summary:Success in advanced math courses in high school can set students up to enter high-demand science, technology, engineering, and mathematics (STEM) careers that pay well and offer opportunities for advancement in the modern workforce. Despite these benefits, a large portion of U.S. students do not take advanced math in high school. Although there are many reasons why some students opt out of advanced math, structural inequalities create barriers to participation for others. Previous studies have found that high schools that serve large proportions of students of color or students living in poverty are less likely to offer advanced math courses. Additionally, differential access to early algebra I may limit some students' options for advanced math courses before they even enter high school. Equitable preparation for and opportunities to take advanced math in high school are a critical part of the equation. Preparation for advanced math starts in kindergarten and accumulates over time. Systematic differences in students' preparation for and access to advanced math courses could signal major inequities in how schools are preparing students for postsecondary academic success. To explore and identify gaps in students' opportunities to take and prepare for advanced math since the coronavirus disease 2019 (COVID-19) pandemic, RAND Corporation researchers conducted a nationally representative survey of teachers and principals in spring 2022. The researchers focused on two key ingredients that enable equitable student access to advanced math: access to advanced math courses and early algebra I and exposure to grade-level math content.