A high school education, which includes access to advanced math courses, has a positive effect on students. Math classes taken in high school show a relationship to higher salaries and college graduation rates. However, the high-stakes accountability system in California, redesigned in 2003 to meet the requirements of the No Child Left Behind Act (NCLB), may be negatively affecting college attainment and actually reducing potential earnings of many high school graduates. The Academic Performance Index (API) with its incentive to increase student performance on Content Standards Tests (CSTs), may be leaving students behind.
This quantitative study, focusing on 2003 and 2008 CST and API results of 153 schools with over 275,000 students, analyzed the percentage of 11 th grade high school students enrolled in Algebra II in 2003 compared to enrollment in 2008. The API ranks for schools were used to classify schools as successful or unsuccessful. API ranks were used as the independent variable and enrollment in Algebra II in the 11th grade was used as the dependent variable, because of its potential to predict success after high school. Statistical analysis determined that high schools in which increasing numbers of students enrolled in Algebra I and Algebra II increased their API rank. Therefore, the success of the students mirrored the school's success, and the most successful schools significantly increased their students' access to both Algebras.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 71/11, Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational tests & measurements, Educational leadership, Secondary education|
|Keywords:||Academic Performance Index, Accountability, Algebra, High school|
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