Factors Influencing Preparation in Mathematics

for

Selective Admission to College in High Schools with Low College-going Rates

Faith G. PaulStudent Affairs Research & Information

University of California, Davis

2001 CAIR PresentationSARI Report 226

http://www.sariweb.ucdavis.edu/

School/University Partnerships Research

Structure of Learning in Fixed Sequence

Algebra 1 Geometry Algebra 2

CalculusPre-CalculusTrig/ Math Analysis

Calculus

Mathematics Enrollment:From 8th Grade through 10th Grade

13

1

1

1

14

8th Grade 9th Grade 10th Grade

AlgebraN=15

Pre-AlgebraN=28

Math 8N=37

MathematicsSp.Ed.N=12

Geometry

One-Year Algebra

Two-Year Algebra

Integrated Math

Math SkillsSp.Ed.

1

Geometry

One-Year Algebra

Two-Year Algebra

Integrated Math

Math SkillsSp.Ed.

1

Other

13

1

14

0

Mathematics Enrollment: From 8th Grade Algebra 1

Through 10th Grade Mathematics Course

87%

8th Grade 9th Grade 10th Grade

20

8

12

3

3

2

4

2

2

8th Grade

AlgebraN=15

Pre-AlgebraN=28

Math 8N=37

MathematicsSp.Ed.N=12

Geometry

One-Year Algebra

Two-Year Algebra

Integrated Math

Math SkillsSp.Ed.

6

Geometry

One-Year Algebra

Two-Year Algebra

Integrated Math

Math SkillsSp.Ed.

5

Other

5

12

8

20

Mathematics Enrollment: From 8th Grade Pre-Algebra

Through 10th Grade Mathematics Course

43%

8th Grade

1

32

5

5

5

1

3

72

13

13

11

9th Grade 10th Grade

AlgebraN=15

Pre-AlgebraN=28

Math 8N=37

MathematicsSp.Ed.N=12

Geometry

One-Year Algebra

Two-Year Algebra

Integrated Math

Math SkillsSp.Ed.

13

Geometry

One-Year Algebra

Integrated Math

Math SkillsSp.Ed.

18

Other

4

1

13

11

Two-Year Algebra1st Yr 2nd Yr

1

2

14 3

Mathematics Enrollment: From 8th Grade General Math

Through 10th Grade Mathematics Course

3%

What is the respective role of gender, ethnicity, and K-12 preparation

in mathematical achievement in high school as measured by:

1. Highest mathematics course completed and grade received.

2. Potential eligibility in mathematics for UC.

Sample: 9th Graders in Fall 1997

53% Female and 47% Male

Total 464 100%

African American 117 25%

Asian 99 21%

White 67 14%

Hispanic 58 13%

Other* 123 27%Other includes 34 Filipino, 29 Pacific Islander, and 60 additional students who declined to state their ethnicity.

Enrollment in 9th Grade Mathematics by Ethnicity

ALL Asian African-Am. Hispanic White Other 9thGr.Course

# % # % # % # % # % # %

Algebra 2 16 3% 8 8% 0 0% 1 2% 4 6% 3 2%

Geometry 93 20% 33 33% 8 7% 17 29% 17 25% 18 15%

Algebra 1 183 39% 39 39% 48 41% 17 29% 24 36% 55 45%

Below Algebra 1 158 34% 17 17% 59 50% 20 34% 20 30% 42 34%

Other 10 2% 1 1% 2 2% 1 2% 2 3% 4 3%

No Math 4 1% 1 1% 0 0% 2 3% 0 0% 1 1%

Algebra 1 or Higher 292 80% 80 80% 56 48% 35 60% 45 67% 76 62%

Below Algebra 1 172 20% 19 20% 61 52% 23 40% 22 33% 47 38%

TOTAL 464 100% 99 100% 117 100% 58 100% 67 100% 123 100%

Eligibility in Mathematics at the End of Spring Semester of 9th Grade & Measured by Completion of

Algebra 1 or a Higher Mathematics Course and Averaged Two Semester Grade

by Ethnicity

Grade in Course

African-American

Asian Hispanic White Other All

Students

N=117 N=99 N=58 N=67 N=123 N=464

A/B 20 48 14 13 35 130

C/D 26 27 19 29 34 135

Total Pass 46 75 33 42 69 265

% A/B 17% 48% 24% 19% 28% 28%

% C/D 22% 27% 33% 43% 28% 29%

% Pass 39% 75% 57% 63% 56% 57%

*There were no differences in gender in course enrollments or in grades received in 9th grade mathematics courses.

Eligibility in Mathematics at the End of Spring Semester of 10th Grade & Measured by Completion of Geometry or a Higher Mathematics Course and

Averaged Two Semester Grade by Ethnicity

*There were no differences in gender in course enrollments or in grades received in 9th grade mathematics courses.

African-American

Asian Hispanic White Other ALL

N=117 N=99 N=58 N=67 N=123 N=464

# Pass Geometry or Higher

33 63 23 30 50 199

% of Ethnic Group 28% 63% 40% 45% 41% 43%

#Pass with AB 13 34 7 12 20 86

% of Ethnic Group 11% 34% 12% 18% 16% 19%

Changes in Eligibility From 9th to 10th Grade

80% of cohort on-track at beginning of 9th grade. 57% of cohort are potentially eligible in math for UC at

the end of 9th grade. 43% of cohort are potentially eligible in math for UC at

the end of 10th grade.

28% of cohort completed Algebra 1 or higher with A/B at end of 9th grade.

18% of cohort completed Geometry or higher with A/B at end of 10th grade

Taking Advantage of Summer School

to Advance in Mathematics or Make Up Work

Need = Started below Algebra 1 in 9th grade, or failed one or more math courses.

* = Some made up a whole failure; others ½ of a failure.

*** = Took 1 term only of an advanced course.

Summer Between 9th & 10th Grade Summer Between 10th & 11th Grade N=

*Need Go Make

up Adv Strengthen Need Go

Make up

Adv Strengthen

African Am 117 59 12 5 4 3 76 9 3 6 0

Asian 99 26 15 5 6 4 39 17 0 10 7

Hispanic 58 25 1 1 0 0 31 7 2 1 4

White 67 27 4 1 1*** 2 37 6 2 1 3

Other 123 54 4 4 0 0 64 4 2 0 2

Total 464 191 41%

36 16 8%

11 9 247 43 9

4% 18 16

Eligibility at End of 10th Grade: Summer School and Regular Academic Term Data

by Ethnicity

All Students Af-American Asian Hispanic White Other Eligibility

N=464 n-117 n-99 N=58 N=67 N=123

Passed Geometry

216 47% 41 35% 66 67% 29 50% 30 45% 50 41%

Com.Elig. 98 21% 12 10% 37 37% 17 29% 12 18% 20 16%

Reg. Elig. 118 25% 29 25% 29 29% 12 21% 18 27% 30 24%

Not Eligible

248 53% 76 65% 33 33% 29 50% 37 55% 73 59%

TOTAL 464 100% 117 100% 99 100% 58 100% 67 100% 123 100%

Enrollment and Grade Received in 11th Grade Mathematics

Course AB CD F/Other PASS A/B TOTAL

Calculus 3 4 3 7 3 10 2%

Pre-Calc 19 30 18 49 19 67 14%

Trig 2 6 0 8 2 8 2%

Algebra 2 29 59 30 88 29 118 25%

Algebra 2 or Higher 53 99 51 152 53 203 44%

Geometry 9 60 39 69 9 108 23%

Below Geometry 23 60 70 83 23 153 33%

TOTAL 85 219 160 304 85 464 100%

Use of Summer School Between 11th & 12th Grade

Summer Between 11th & 12th Grade

*Need Go Make

up Adv Strengthen

African Am 14

Asian 3

Hispanic 4

White 5

Other 8 2

Total 389 45 42 3 0

Need = Started below Algebra 1 in 9th grade, or failed one or more math courses.

Highest Mathematics Course Passed Prior to Entering 12th Grade

Course All Students

Algebra 2 or Higher

191 41%

Geometry 116 25%

Algebra 1 106 23%

Below Algebra 1 51 11%

TOTAL 464 100%

Includes summer school data between 9-10th grades, 10th & 11th grades, and 11th and 12th grades

Highest Math Course Passed Prior to Entering 12th Gradeby 9th Grade Math Course

Original 9th Grade Math Course

No Math

Passed

Below Alg 2

Below Alg 1

Geom Alg 2 Trig Pre-Calc

Calc Total N=

Algebra 2 0 0 0 0 1% 6% 44% 31% 16

Geometry 1% 0 0 4% 38% 4% 52% 1% 93

Algebra 1 2% 0 15% 42% 3% 2% 2% 0 183

Below Algebra 1 1% 25% 49% 19% 6% 0 0 0 158

Other 20% 0 30% 40% 0 0 1% 0 10

No Math 50% 0 25% 25% 0 0 0 0 4

Highest Math Course Passed Prior to 12th Grade:

By Gender: Not statistically significant

By Ethnicity: Sig. .000

Highest Math Course Passed Prior to 12th Grade by 9th Grade Math Course:

For All Students: Sig. .000

By Gender: Not Significant

By Ethnicity: Not Significant

Eligibility to the University of California For Every 100 Students

How Many Are Most Likely to Progress?

African-

Am Asian Hispanic White Other ALL

Competitive Eligibility

9th Grade 17 48 24 19 28 28

10th Grade 10 37 29 18 16 21

11thGrade 6 22 12 15 18 15

Regular Eligibility

9th Grade 22 27 33 43 28 19

10th Grade 25 29 21 27 24 25

11th Grade 24 38 14 18 29 27

Transfer Eligibility

11th Grade 25 25 23 24 27 25

Factors Shaping Eligibility

Gender in not statistically significant in course enrollment or grade received.

Ethnicity is significant by itself in course enrollment. When controls are established for initial 9 th grade course,

ethnic differences disappear. Initial 9th grade course enrollments are significant at .000

in shaping and grade received.– Course enrollment and grade received in 9th, 10th, and 11th grade.– Highest mathematics course passed and grade received.– Potential eligibility in mathematics for the University of California.

Does this mean early high achievers in mathematics have a

straight path to eligibility?

High Achieving Students From Algebra 2 in 9th Grade

Math Enrollment and Grades Received in 10th and 11th Grades

N=10

Grade Level Mathematics Course

AB CD F No

Math TOTAL

Tenth Grade Pre-Calculus 9 1 10

Eleventh Grade Calculus 2 3 1 6

No Math 4 4

High Achieving Students From Geometry in 9th Grade

Math Enrollment and Grades Received in 10th and 11th Grade

N= 53

Grade Level Mathematics Course

AB CD F No

Math TOTAL

Pre-Calculus 1 1

Algebra 2 31 16 2 49 Tenth Grade

No Math 3 3

Calculus 1 1 2

Pre-Calculus 14 22 6 42

Trigonometry 2 2 Eleventh Grade

Algebra 2 3 3 1 7

High Achieving Students From Algebra 1 in 9th Grade

Math Enrollment and Grades Received in 10th and 11th Grade

N=67

Grade Level Mathematics Course

AB CD F No

Math TOTAL

Algebra 2 4 4

Geometry 24 33 4 61

Algebra 1 1 1 Tenth Grade

Other 1

Pre-Calculus 2 2 1 5

Trigonometry 1 1 2

Algebra 2 18 23 9 50 Eleventh Grade

Geometry 2 6 2 10

The UC Davis Experience How Shared Goals, Data Bases and Research In A

Higher Education Consortia Can Transform Both the University and the Schools

Transforming Teaching and Learning in K-12 Schools

University recommendation and implementation of a two-year Algebra 1 Program for a partner school.

Individually designed professional development work in mathematics with teachers in partner schools.

A tutor-mentor program that uses undergraduate and graduate students to support students in the class room and after school.

Development of blended majors in mathematics and history at UC Davis, with faculty in mathematics and history shaping the curriculum on how their academic field can best be taught.

Changes in pre-service preparation and in-service professional development of teachers through the Division (College) of Education.

Availability of individual student level data for UC Admissions Student Outreach Programs and Recruitment.

The UC Davis Experience

Transforming Academic Programs, Outreach & Recruitment at the University

Implications

Mathematics course enrollment in 9th grade appears to be the most powerful variable shaping highest mathematics course passed in high school, and potential eligibility in mathematics for the University of California.

High Schools appear to be passing on, and in many instances deepening the differences in mathematical preparation as represented in 9th grade mathematics course enrollment.

High achieving students in mathematics in 8th and 9th grade do not have a straight path to eligibility in mathematics. Underlying weaknesses in preparation need to be addressed to prevent large numbers from becoming ineligible.

Shared databases as a part of higher education consortia with school districts can generate research useful to both the University and schools fulfilling the intent of the legislature to transform both institutions to the benefit of society.