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Who Benefits from High School Exit Exams? Examining Variations in Math Course-Taking by Abilities and Socioeconomic Status

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Title: Who Benefits from High School Exit Exams? Examining Variations in Math Course-Taking by Abilities and Socioeconomic Status
Language: English
Authors: Seong Won Han (ORCID 0000-0002-3676-2483), Chungseo Kang (ORCID 0000-0001-5258-1060), Lois Weis (ORCID 0000-0001-9495-9025)
Source: Education Policy Analysis Archives. 2024 32(47).
Availability: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF), Division of Graduate Education (DGE)
National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 1660402
1007964
1008215
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Exit Examinations, High School Students, Mathematics Achievement, Mathematics Education, Course Selection (Students), Advanced Courses, Test Use, Graduation Requirements, Causal Models, Influences, Equal Education, Access to Education
ISSN: 1068-2341
Abstract: Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher, but have no discernible association with completing Algebra II or higher. Importantly, significant disparities exist in these associations, with underprivileged, underperforming students often experiencing limited access to advanced math courses due to exit exams.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1451950
Database: ERIC
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  Data: Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: https://epaa.asu.edu/ojs/index.php/epaa
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  Data: Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased likelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher, but have no discernible association with completing Algebra II or higher. Importantly, significant disparities exist in these associations, with underprivileged, underperforming students often experiencing limited access to advanced math courses due to exit exams.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Exit Examinations
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Course Selection (Students)
        Type: general
      – SubjectFull: Advanced Courses
        Type: general
      – SubjectFull: Test Use
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      – SubjectFull: Graduation Requirements
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      – SubjectFull: Causal Models
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      – SubjectFull: Influences
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      – SubjectFull: Equal Education
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      – SubjectFull: Access to Education
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      – TitleFull: Who Benefits from High School Exit Exams? Examining Variations in Math Course-Taking by Abilities and Socioeconomic Status
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              Y: 2024
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