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Achieve, Inc., 2013

This fact sheet explains that to thrive in today's world, all students will need to graduate with very strong math skills. That can only mean one thing: advanced math courses are now essential math courses. Highlights of this paper include: (1) Advanced math equals college success; (2) Advanced math equals career opportunity; and (3) Advanced math…

Descriptors: Mathematics Skills, Educational Needs, Mathematics Achievement, Mathematical Aptitude

Gottfried, Michael; Owens, Ann; Williams, Darryl; Kim, Hui Yon; Musto, Michela – Education Policy Analysis Archives, 2017

In this study, we synthesized the literature on how informal contexts, namely friends and family social groups, shape high school students' likelihood of pursuing advanced math and science coursework. Extending scholarly understandings of STEM education, we turned to the body of literature with three guiding questions: (1) What influence do…

Descriptors: High School Students, STEM Education, Family Influence, Peer Influence

Irvin, Matthew; Byun, Soo-yong; Smiley, Whitney S.; Hutchins, Bryan C. – American Journal of Education, 2017

Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students.…

Descriptors: Educational Attainment, Mathematics Achievement, Rural Youth, Mathematics Instruction

Lazzaro, Christopher C.; Loveless, Tom; Sireci, Stephen; Webb, David C. – College Board, 2021

This study examined outcomes for AP® Calculus and AP Physics students on the 2015 Trends in International Math and Science Study (TIMSS) relative to other participating countries and other advanced math and science students in the United States. Compared to other countries in the study, AP Calculus BC and AP Physics C: EM students outperformed all…

Descriptors: Foreign Countries, Achievement Tests, International Assessment, Mathematics Tests

Byun, Soo-yong; Irvin, Matthew J.; Bell, Bethany A. – Journal of Experimental Education, 2015

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course…

Descriptors: Longitudinal Studies, Advanced Courses, Mathematics Instruction, Mathematics Achievement

Regional Educational Laboratory Central, 2020

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction

Achieve, Inc., 2013

The equation is simple: No matter their background, students who take challenging math courses in high school get better jobs and earn more money throughout their entire lives. This paper stresses that: (1) Higher-level math opens doors for any and all postsecondary programs and keeps it open for advancement beyond entry-level jobs; and (2)…

Descriptors: Academic Achievement, Mathematics Skills, Career Readiness, Mathematics Achievement

Grissom, Jason A.; Kabourek, Sarah E.; Kramer, Jenna W. – Teachers College Record, 2020

Background/Context: Research links advanced mathematics course-taking to important later outcomes, including college graduation and earnings, yet many students fail to progress into higher math courses as they move through high school. Black and Hispanic high school students are less likely than their white peers to take advanced math courses. A…

Descriptors: Teacher Characteristics, High School Teachers, High School Students, Racial Factors

Klute, Mary; Dougherty, Barbara; Van Dine, Douglas – Regional Educational Laboratory Central, 2020

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction

Klute, M.; Dougherty, B.; Van Dine, D. – Regional Educational Laboratory Central, 2020

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…

Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction

Achieve, Inc., 2013

No student who hopes to compete in today's rapidly evolving global economy and job market can afford to graduate from high school with weak mathematical skills, which include the ability to use logic, reason, and solve problems. The benefits associated with improving the math performance of American students also extend to the larger U.S. economy.…

Descriptors: Mathematics Skills, Education Work Relationship, Global Approach, Mathematics Achievement

Achieve, Inc., 2013

Minority and low-income students are less likely to have access to, enroll in and succeed in higher-level math courses in high school than their more advantaged peers. Under these circumstances, higher-level math courses function not as the intellectual and practical boost they should be, but as a filter that screens students out of the pathway to…

Descriptors: Minority Group Students, Grade 12, Mathematics Achievement, Educational Opportunities

Covay, Elizabeth – Society for Research on Educational Effectiveness, 2011

Everyone knows that there is racial inequality in achievement returns from advanced math; however, they do not know why black students and white students taking the same level of math courses are not leaving with the same or comparable skill levels. To find out, the author examines variation in course coverage by the racial composition of the…

Descriptors: Racial Composition, Course Content, Trigonometry, Calculus

Stewart, Joshua; Rhoads, Christopher; Serdiouk, Marina; Van Dine, Douglas; Cherasaro, Trudy; Klute, Mary – Regional Educational Laboratory Central, 2019

Historically, students took Algebra I in high school, but there has been a recent trend toward taking it in middle school (Domina, 2014). In the past two decades the proportion of middle school students taking Algebra I or more-advanced math courses has doubled (Domina, 2014). Success in Algebra I is important because it is a gateway course for…

Descriptors: Middle School Teachers, Mathematics Teachers, Middle School Mathematics, Algebra

Regional Educational Laboratory Central, 2020

These are the appendixes for the report, "What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8?" To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for…

Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction