Type
Text
Type
Dissertation
Advisor
Sheppard, Keith | Berger, Lisa A | Ferguson, David L | Kelly, Angela M. | .
Date
2016-12-01
Keywords
Mathematics education -- Education policy -- Management | Education policy, Engineering education, Ethnically underrepresented or economically disadvantaged students, High school mathematics, Mathematics education, Urban education
Department
Department of Technology, Policy, and Innovation
Language
en_US
Source
This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree.
Identifier
http://hdl.handle.net/11401/76853
Publisher
The Graduate School, Stony Brook University: Stony Brook, NY.
Format
application/pdf
Abstract
Education reform remains a work in progress. Research, government, and policy reports emphasize that a high-quality high school mathematics education is key to the future of the nation. Technical and research work in science, technology, engineering, mathematics (STEM), social sciences, and life sciences have been identified as essential requirements to bolster the economic growth, national competitiveness, and security of the United States. The academic preparedness, college aspiration, persistence, graduation, as well as earnings of high school graduates who complete college preparatory and advanced math courses are all positively, strongly, and significantly correlated to their math course completion. Despite various efforts from the federal government, such as the No Child Left Behind Act, warnings and recommendations from national reports such as A Nation at Risk, and the documented importance of high school mathematics in preparing highly skilled and critically thinking workers, ethnic minorities and economically disadvantaged students remain severely underrepresented in STEM disciplines. High schools located in inner-city, high-minority, and economically disadvantaged neighborhoods offer college preparatory and advanced math courses at rates that are significantly lower than schools located in suburban or rural neighborhoods. White, Asian, or economically advantaged students surpass Black and Hispanic students in the completion of standard through advanced level math courses. However, Black and Hispanic students surpass White and Asian students in Basic through Preformal math courses. We developed and answered the following research questions within the aforementioned context: 1. How are the key socio-demographic and performance indicators of New York City public high schools distributed? 2. How comparable are key demographic and academic performance indicators of Bronx public high schools with a reported 4-year mathematics requirement to those of other Bronx public high schools? 3. How comparable are the high school mathematics course completion rates of Bronx County public high school students attending schools with a reported 4-year mathematics requirement to other Bronx public high school students?,74 pages
Recommended Citation
Fernandez, Ramon Emilio, "A quantitative policy analysis of Bronx County public high school students’ mathematics course completion | A quantitative policy analysis of Bronx County public high school students’ mathematics course completion" (2016). Stony Brook Theses and Dissertations Collection, 2006-2020 (closed to submissions). 2729.
https://commons.library.stonybrook.edu/stony-brook-theses-and-dissertations-collection/2729