Examining the Relationship between High School Mathematics Preparation and College Attendance
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Abstract
This non-experimental, quantitative study investigated the association between the number of high school mathematics credits earned and college attendance. Specifically, this study examined the relationship for graduates of Kansas City Missouri Public Schools (KCPS) and Kansas City Kansas Public Schools (KCKPS) in the 2017- 2018, 2018-2019 and 2019-2020 school year. Research has shown that to be college and career ready, students need to complete at least four math courses in high school (Darolia et al., 2020). This study investigated the college attendance rates of high school graduates from two districts, one which required three math credits for high school graduation, and another which required four. Utilizing descriptive statistics, this study analyzed data sets from both school districts, merged with data from the National Student Clearinghouse (2021) to determine if there were statistically significant differences between the college attendance rates of graduates. KCKPS graduates were found to take 0.76 more math credits than KCPS graduates. When looking at college attendance, the findings suggested that graduates of KCKPS attended both two and four-year colleges at a statistically significant higher rate than KCPS graduates when controlling for grade point average and ACT composite score.
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Introduction -- Literature review -- Methodology -- Findings -- Implications, limitations and future research
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Ed. D. (Doctor of Education)