Advanced math for whom? Study shows wealth rivals academic readiness in high school tracking
A comprehensive analysis of American high schools reveals that while students are largely sorted into math and science classes based on academic readiness, the social and economic status of a community also dictates access to advanced coursework.
A recent study published in the journal Social Science Research sheds light on how social wealth influences high school student placement in advanced math and science courses. While educators emphasize the practical benefits of curriculum tracking, sociologists reveal that affluent families also play a significant role in shaping these educational pathways.
Researchers Shangmou Xu and Sean Kelly examined four national datasets, analyzing data from 3,620 high schools spanning 1982 to 2013. Their investigation focused on four key aspects of tracking: inclusiveness, selectivity, scope, and mobility. Inclusiveness measures the number of rigorous courses offered and the students taking them; selectivity assesses the reliance on academic achievement for course placement; scope evaluates the connection between subject areas in a student's placement; and mobility tracks the movement of students between different levels of classes.
The findings indicate that while schools with higher academic achievement offer more advanced courses (functional theory), wealthier schools also provide more advanced options, influenced by social pressures from parents seeking competitive advantages for their children (conflict theory). Over time, the impact of wealth on the number of advanced courses offered declined.
The study also found that schools with higher social status tended to have more differentiated and stringent course placements, suggesting that affluent families push for more exclusive educational opportunities for their children.
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