Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002). Statistical Analysis Report

摘要

Recent research shows that U.S. 15-year-olds are behind their international counterparts in problem solving and mathematics literacy, ranking 24th of 29 nations (Lemke et al. 2004). Therefore, a key concern among policy makers and educators is improving the quantitative and analytical skills of American youth, who face job prospects in an economy that increasingly values a strong foundation in mathematics and science. One policy response has been to raise mathematics coursetaking requirements for graduation. For example, between 1987 and 2004, the number of states requiring at least 2.5 credits in mathematics for graduation increased from 12 to 26 (Council of Chief State School Officers 2004). Despite the focus on overall credit requirements, less is known about particular types of courses and their relationship with learning different types of mathematics skills and concepts, a critical piece of information for those interested in preparing American students for postsecondary training and the labor market.