Adapting the passion‐driven statistics curriculum for transition to high school

Recent scholarship has examined how accelerated math trajectories leading to calculus take shape during middle school. The focus of this study is on advanced math course taking during the critical yet understudied period that follows: the transition to high school. Data from the High School Longitudinal Study of 2009 are used to examine advanced math course taking in ninth grade, including both track persistence among students who took advanced math in middle school and upward mobility among students who took standard math in middle school. Results reveal sizable racial gaps in the likelihood of staying on (and getting on) the accelerated math track, neither of which are fully explained by prior academic performance factors. Interactions with parents and teachers positively predict advanced math course taking. In some cases, interactions with teachers may also reduce inequality in track persistence, whereas interactions with counselors increase such inequality. Implications for research and policy are discussed.

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Who Gets Ahead and Who Falls Behind During the Transition to High School? Academic Performance at the Intersection of Race/Ethnicity and Gender

Social Problems ◽

10.1093/socpro/spy028 ◽

2018 ◽

Vol 66 (4) ◽

pp. 656-656

Author(s):

April Sutton ◽

Amy G Langenkamp ◽

Chandra Muller ◽

Kathryn S Schiller

Keyword(s):

High School ◽

Academic Performance ◽

Transition To High School ◽

Race Ethnicity ◽

And Gender ◽

Ethnicity And Gender

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Student Perspectives on the Challenges Faced During the Transition to High School

International Journal of High School Research ◽

10.36838/v3i3.3 ◽

2021 ◽

Vol 3 (3) ◽

pp. 11-12

Author(s):

Elis A. Kristo

Keyword(s):

High School ◽

Student Perspectives ◽

Transition To High School

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Parents’ Migration and Adolescents’ Transition to High School in Rural China: The Role of Parental Divorce

Journal of Family Issues ◽

10.1177/0192513x18778083 ◽

2018 ◽

Vol 39 (12) ◽

pp. 3324-3359

Author(s):

Shu Hu

Keyword(s):

High School ◽

High Schools ◽

Psychological Health ◽

Educational Outcomes ◽

Parental Divorce ◽

Rural China ◽

Economic Resources ◽

Transition To High School ◽

Parental Migration

Using both quantitative and qualitative data collected in a migrant-sending county from 2012 to 2013, this article examines the mechanisms through which parental migration could shape adolescents’ transition to high school in rural China. Though parental migration improves children’s educational outcomes via social remittance of education value, it also leads to a decline in children’s educational achievements by increasing the odds of parental divorce. The likelihood of divorce rises with the migration of mother or both parents, and this significantly increases the risks of discontinuing schooling and transitioning to vocational high schools, relative to attending academic high schools. In contrast to the conventional explanations of economic resources and psychological health, this article emphasizes the significant role of marital instability in the link between parental migration and children’s educational outcomes.

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Changing Patterns of Engagement in the Transition to High School

Teachers College Record ◽

10.1177/016146811411601302 ◽

2014 ◽

Vol 116 (13) ◽

pp. 15-36

Author(s):

Sean Kelly ◽

Heather Price

Keyword(s):

High School ◽

Student Engagement ◽

Socioeconomic Background ◽

Transition To High School ◽

Total Dispersion ◽

Changing Patterns ◽

School Changes

The authors examine changes in the level and dispersion of student engagement across the transition to high school. Changes in the total dispersion in engagement among all students, as well as divergence in engagement between students of differing gender, race, socioeconomic background, and initial levels of achievement are reported.

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