Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up. American Educator Panels. Research Report. RR-A827-10

Autor/inn/en	Wolfe, Rebecca L.; Steiner, Elizabeth D.; Schweig, Jonathan
Institution	RAND Education and Labor
Titel	Getting Students to (and Through) Advanced Math: Where Course Offerings and Content Are Not Adding Up. American Educator Panels. Research Report. RR-A827-10
Quelle	(2023), (34 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Teachers; Principals; Elementary Secondary Education; Advanced Courses; Mathematics Instruction; Access to Education; Educational Opportunities; School Size; Rural Schools; Minority Group Students; Disadvantaged; Power Structure; Poverty; Academic Standards; Course Content; Algebra; Barriers; Educational Practices + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Fortgeschrittenenunterricht; Mathematics lessons; Mathematikunterricht; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Kursprogramm; Bildungspraxis
Abstract	This report uses Spring 2022 data from nationally representative surveys of principals and math teachers in kindergarten through grade 12 (K-12) to explore students' opportunities to prepare for and take advanced math. The authors found that small high schools, high schools in rural areas, and high schools that predominantly serve students from historically marginalized communities tend to offer fewer advanced math courses (e.g., precalculus, Advanced Placement math courses) and that uneven access to advanced math begins in middle school. K-12 teachers who work in schools that predominately serve students living in poverty are more likely to report skipping standards-aligned content and replacing the skipped content with concepts from previous grade levels. Also, more than half of K-12 math teachers said they need additional support for delivering high-quality math instruction, especially teachers who work in schools that serve predominantly high-poverty students. In the wake of the disproportionate impacts of the COVID-19 pandemic on students living in poverty and students of color, these results highlight a critical need for resources to support teachers and to increase student access to advanced courses. [For technical information about the surveys and analysis in this report, see "Learn Together Surveys. 2022 Technical Documentation and Survey Results. Research Report. RR-A827-9" (ED626092).] (ERIC).
Anmerkungen	RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01