How Math Sequences in Grades 6–11 Relate to College Readiness in Math

A new study from REL Southeast examined the sequences of math courses that Mississippi students took in grades 6–11; the math achievement and demographic characteristics of students who took similar math sequences; and how math sequences, prior math achievement, and student demographic characteristics relate to college-ready performance in math on the ACT. The study found that math sequence has no clear relationship with the likelihood of college-ready performance in math after grade 5 math achievement and race/ethnicity are controlled for. This suggests the need to focus on math instruction before grade 6. Algebra I is often viewed as a gatekeeper course, but math preparation in elementary school may also set students on the path to taking Algebra I earlier. Details: Effective with the 2014/15 school year, Mississippi adopted new academic standards and courses aligned to these new standards. The new courses included both a subject-specific mathematics sequence (that is, algebra I, geometry, and algebra II) as well as an integrated mathematics sequence (that is, integrated I, integrated II, and integrated III). In addition to differences in course content, students also could elect to begin their sequences at different grades (for example, algebra in grade 8 versus grade 9) and complete their sequences in different order. The Mississippi Department of Education was interested in understanding the student and school demographic profiles by mathematics sequences (for example, integrated versus subject specific) which were followed under these new course options. Findings from this study will provide this information and will inform professional development activities at the state and school district levels for individuals responsible for advising students and for providing mathematics instruction, facilitate discussions across districts with similar demographic profiles but differences in mathematics sequences and mathematics achievement, and, if needed, help determine the likely number of students who would be affected by future changes to the approved courses list in Mississippi. Research Questions: The study will be guided by the following research questions: What are the mathematics sequences taken by students who started grade 9 in 2014/15? How are mathematics sequences related to student demographic characteristics for students who started grade 9 in 2014/15? How are mathematics sequences related to college-ready pe