Black-White Gaps in Mathematics Black-White Gaps in Mathematics Coursetaking PatternsCoursetaking Patterns

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Peggy G. CarrAssociate Commissioner

National Center for Education Statistics

20th Anniversary ConferenceNational Assessment Governing Board

March 4, 2009

“I advise my students to listen carefully the moment they decide to take no more

mathematics courses. They might be able to hear the sound of closing doors.”

- James Caballero Mathematics teacher and author of Geometry Games

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NAEP mathematics score according to highest mathematics course taken: 2005

NAEP Score

Coursetaking and AchievementCoursetaking and Achievement

300

190

170

150

130

110

Algebra I or Below

Geometry Algebra II Advanced Mathematics

Calculus0

3Overall

Improvements in CoursetakingImprovements in Coursetaking

4

Algebra I or Below Geometry or Algebra II Advanced Mathematics or CalculusPercent

Highest mathematics course taken by high school graduates, by race: 1990-2005

White

Black

0 300NAEP Score

High school graduates according to when they took algebra I, by race: 2005

White

Black

Timing of Algebra ITiming of Algebra I

5

120 140 160 180

NAEP Mathematics ScorePercentage of Students

60

50

40

30

20

10

Algebra I or Below

Geometry Algebra II Advanced Mathematics

Calculus0

6

Percent

Highest mathematics course taken by high school graduates: 2005

Before HS

During HS

When Algebra I Taken:

Timing of Algebra ITiming of Algebra I

Highest mathematics course taken by high school graduates, by race: 2005

Timing of Algebra ITiming of Algebra I

Calculus

Advanced Mathematics

Percent

Algebra I Before High School Algebra I During High School

Algebra II

Geometry

Algebra I or Below

7

90%82%

34%25%

Calculus and Advanced Mathematics

NAEP mathematics score according to highest mathematics course taken, by race: 2005

NAEP Score

Coursetaking and AchievementCoursetaking and Achievement

White

Black

300

190

170

150

130

110

Algebra I or Below

Geometry Algebra II Advanced Mathematics

Calculus0

8Overall

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Oprah Examines School DifferencesOprah Examines School Differences

OPRAH'S SPECIAL REPORT:

AMERICAN SCHOOLS IN CRISIS

Two-part special aired on April 11-12, 2006

Low Minority (Less than 5%)

High Minority (More than 50%)

School Differences and AchievementSchool Differences and Achievement

NAEP Score

300

180

170

150

140

130

0

160

190

NAEP mathematics performance of students who earned an A in advanced mathematics or calculus: 2005

“I want to make sure that if a student takes a course, it’s really a significant course,

not a watered-down version.”

- Ronald A. PiefferMaryland deputy state superintendant for academic policy

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Purpose: Determine what students are being taught in algebra I and geometry courses.

Sample: In 2005, algebra I and geometry textbook information collected from a nationally representative sample of 650 high schools.

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Mathematics Course Content AnalysisMathematics Course Content Analysis

Mathematics Course Content AnalysisMathematics Course Content Analysis

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Approach: Obtain in-depth information about mathematics course content, including:

• Primary and supplementary textbooks used

• Chapters covered

• Additional course materials

Information for a given course reviewed to determine how much students would be likely to learn in that course.

Upcoming NCES ReportUpcoming NCES Report

2005 High School Transcript Study:

Mathematics Course Content Analysis

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Authors: Janis Brown, National Center for Education StatisticsRobert Perkins, Rockville Institute/WestatStephen Roey, Rockville Institute/WestatKathryn Schiller, State University of New York Kathy Wright, Michigan State University

Anticipated Release: Fall/Winter 2009