Mathematics and Science Course Sequences and the Pathway to Teaching in Texas

1. Mathematics and Science Course Sequences and the Pathway to Teaching in Texas Marjorie R. Wallace, Ph.D., Kimberly Maier, Ph.D., Yun-Jia Lo, & Wangjun Kim Michigan State University Abstract The purpose of this study was to determine the advantages that high school mathematics and science course sequences accrue to acceptance and attendance at less selective to highly selective four year colleges. Lack of proper course sequencing in high school limits student pathways to college, to majoring in mathematics and science, and to becoming mathematics and science teachers long before most consider career choices seriously. Policies for increasing the number and diversity of highly qualified mathematics and science teachers can be informed by studying the pathways that aspiring teachers from different backgrounds follow to the classroom. Results Mathematics and science course sequence levels as well as student degree aspirations predicted the probability of acceptance and attendance at colleges of different selectivities (US News & World Report) after controlling for parental education and high school economic disadvantage. Results varied by race/ethnicity but not by gender. Introduction • The course sequences that students take in high school stratify students academically and qualify them for different opportunities in school and life (Stevenson, Schiller, & Schneider, 1994) • Poor preparation in mathematics and science has been shown to affect minorities disproportionately (Gamoran, 2001; Lee, Smith, & Croninger, 1997; Schmidt, 2001; Singham, 2003). • The course sequences that position students in high school are highly predictive of college acceptance and graduation (Adelman, 2006; Reigle-Crumb, 2004-2005; Schneider, 1998; Stevenson, Schiller, & Schneider, 1994). • The selectivity of a teacher’s college is significantly predictive of increased student achievement (Kennedy, Ahn, & Choi, 2005; Ehrenberg & Brewer, 1994), but, as a rule, teachers do not come from colleges with higher selectivity (Ballou, 1996; Reback, 2002). • Highly qualified teachers are the best predictor of student mathematics and science gains/achievement (Darling-Hammond, 2000; National Commission on Teaching and America’s Future, 1996; Sanders & Rivers, 1996) Probability Probability Methods DATA: Restricted longitudinal data from the Texas Higher Opportunity Project (THEOP) collected in 2002 and 2003. The weighted sample represents 210,001 students: 52% female, 10% African American, 49% Caucasian, 33% Hispanic, 4% Asian, and 4% Other. 207,724 (98.7%) students graduated from high school; 154,673 (73.7%) students went to college; 85,032 (40.5%) students went to four year colleges; 66,526 (31.7%) students went to two year colleges. MEASURES: Mathematics course sequence: 0-3. Science course sequences: 0-3 (sequences based on 2002 Texas graduation standards); Parental education: 0-8; Desired extent of schooling: 0-5. Highest selectivity accepted: 1-5; Highest selectivity attended: 1-5. METHODOLGY: Multilevel ordinal regression analysis was conducted in Hierarchical Linear Modeling (HLM). Results are reported as probabilities. Probability Probability Conclusions • Results suggest the importance of mathematics/science course sequences and student degree aspirations (factors under the control of the student) in overcoming the negative effects of low parental education and high school economic disadvantage in college acceptance and attendance for all students. • Black students with similar qualifications to their classmates are not as likely to be accepted by or attend colleges of similar selectivity, a finding of both statistical and practical significance. The likelihood of acceptance and attendance selectivity for Hispanic students is similar to their White counterparts in this data. • Possible strategies to increase college attendance, the number of mathematics and science majors, as well as increase the number and diversity of highly qualified mathematics and science teachers include: 1) providing high quality mathematics and science instruction in elementary and middle schools so all students are prepared to attempt rigorous mathematics and science course sequences in high school; 2) encouraging higher degree aspirations in high school and earlier, 3) encouraging mathematics and science course sequences that lead to acceptance and attendance at more highly selective colleges. Contact: wallacem@msu.edu