Abstract
ABSTRACTThis article reports on a study designed to estimate the effect of high school coursetaking in the algebra-calculus pipeline on the likelihood of placing out of postsecondary remedial mathematics. A nonparametric variant of propensity score analysis was used on a nationally representative data set to remove selection bias and test for an effect among all comparable students and among students least likely to enroll in precalculus, trigonometry, or calculus. The effect failed to reach practical significance among all comparable students and was particularly weak among students least likely to take precalculus, trigonometry, or calculus. These findings suggest that the regression-based results that factor strongly into discussions on high school graduation requirements for mathematics coursetaking contain substantial selection bias.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
