black-white gaps in mathematics coursetaking patterns 1 peggy g. carr associate commissioner...
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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
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“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
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Improvements in CoursetakingImprovements in Coursetaking
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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
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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
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120 140 160 180
NAEP Mathematics ScorePercentage of Students
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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
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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
![Page 8: Black-White Gaps in Mathematics Coursetaking Patterns 1 Peggy G. Carr Associate Commissioner National Center for Education Statistics 20 th Anniversary](https://reader030.vdocuments.us/reader030/viewer/2022032803/56649e215503460f94b0d5c3/html5/thumbnails/8.jpg)
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
![Page 9: Black-White Gaps in Mathematics Coursetaking Patterns 1 Peggy G. Carr Associate Commissioner National Center for Education Statistics 20 th Anniversary](https://reader030.vdocuments.us/reader030/viewer/2022032803/56649e215503460f94b0d5c3/html5/thumbnails/9.jpg)
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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
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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
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“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
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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.
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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