Access to Calculus: School Characteristics Associated with Minority Enrollment from the Civil Rights Data Collection

Autor/inn/en	Bloom-Weltman, Julia; Jetty, Lauren E.; Honey, Rose E.
Titel	Access to Calculus: School Characteristics Associated with Minority Enrollment from the Civil Rights Data Collection
Quelle	(2018), (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Calculus; Mathematics Instruction; Minority Group Students; Equal Education; Institutional Characteristics; STEM Education; Enrollment; Educational Policy; High School Students; Public Schools; Access to Education; Racial Differences; Ethnicity; Racial Bias; Teacher Characteristics; Student Characteristics; Geographic Location + Suchen Sie Ihr Suchwort? Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; STEM; Einschulung; Politics of education; Bildungspolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Rassenunterschied; Ethnizität; Racial discrimination; Rassismus
Abstract	This study explores the question, "What are the school-level characteristics associated with non-white students' access to Calculus courses in the high schools they attend?" This exploration is an extension of an earlier study focused on non-white student access to Algebra II. It will work to expand our understanding of how access to higher-level math courses, in this case, Calculus, may be associated with school-level characteristics of students, teachers and the structure of the school itself. The findings will help to inform school-, district- and state-level interventions aimed at ensuring equitable access to STEM courses for all students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01