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It also considers implications for building diverse high school mathematics pathways and how different course selections may affect long-term results.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/calculus-or-statistics-does-it-matter-report/587787/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/calculus-or-statistics-does-it-matter-report/587787.png","ImageObject",300,407,{"name":42,"@type":43},"Melati","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What core question does the report address?","Question",{"text":62,"@type":63},"Whether completing high school math with calculus or statistics better serves students, and what differences course participation makes for future outcomes.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What data source does the research use?",{"text":67,"@type":63},"The research utilizes confidential data from the Texas Education Research Center (TERC) at the University of Texas at Austin.",{"name":69,"@type":60,"acceptedAnswer":70},"Why does the report discuss calculus and statistics together?",{"text":71,"@type":63},"Because debate exists over whether calculus should be prioritized in admissions and coursework, the report evaluates potential impacts while considering transferable quantitative skills from both pathways.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},587787,1792192540,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","About Fordham  \nThe Thomas B. Fordham Institute promotes educational excellence for every child in America via quality research, analysis, and commentary, as well as advocacy and exemplary charter school authorizing in Ohio. It is affiliated with the Thomas B. Fordham Foundation, and this publication is a joint project of the Foundation and the Institute. For further information, please visit our website at [fordhaminstitute.org. The](fordhaminstitute.org. The) Institute is neither connected with nor sponsored by Fordham University.  \nSuggested Citation  \nMatt Giani, Franchesca Lyra, and Adam Tyner. Calculus or Statistics: Does it Matter?.  \nWashington D.C.: Thomas B. Fordham Institute (April 2025) .  \n[https://fordhaminstitute.org/national/research/calculus-or-statistics-does-it-matter](https://fordhaminstitute.org/national/research/calculus-or-statistics-does-it-matter)  \nAcknowledgments  \nThis report is made possible thanks in part to support from the Barr Foundation and our sister organization, the Thomas B. Fordham Foundation. We express our gratitude to Matt Giani and Franchesca Lyra for their fastidious data work and diligence in crafting the report. We also thank Elizabeth Huffaker and Doug Sovde for their thoughtful feedback on drafts of the report. At Fordham, we thank Adam Tyner for managing the project and co-authoring the final report, Chester E. Finn, Jr. and Michael J. Petrilli for providing feedback on the draft, Stephanie Distler for managing report production and design, and Victoria McDougald for overseeing media dissemination. Finally, kudos to Rebecca Mahoney for copyediting and Dave Williams for laying out the report’s figures.  \nThe research presented here utilizes confidential data from the Texas Education Research Center (TERC) at The University of Texas at Austin. The views expressed are those of the authors and should not be attributed to TERC or any of the funders or supporting organizations mentioned herein. Any errors are attributable to the authors alone. The conclusions of this research do not reflect the opinion or official position of the Texas Education Agency, Texas Higher Education Coordinating Board, the Texas Workforce Commission, or the State of Texas.  \nContents  \nForeword ........................................................................................................................................................ 3  \nIntroduction .................................................................................................................................................... 8  \nMethods........................................................................................................................................................ 12  \nResults........................................................................................................................................................... 17  \nAdvanced Math Access and Participation ..................................................................................... 17  \nHow Calculus vs. Statistics Relate to Postsecondary Outcomes................................................... 28  \nImplications: Developing Diverse High School Math Pathways ................................................................. 39  \nAppendix A: Technical Notes on Methodology ........................................................................................... 42  \nAppendix B: Supplemental Analyses of Longitudinal Trends in Advanced Math Inequalities .................. 49  \nAppendix C: Supplemental Analysis of Advanced Math Course Access and Postsecondary Outcomes ... 57  \nEndnotes ....................................................................................................................................................... 65  \nForeword  \nBy Amber M. Northern and Michael J. Petrilli  \nAre high school students better served by completing their math studies with calculus or statistics? This question has provoked lively deb","cbCaikCItPAO0tL6","https://ap.wps.com/l/cbCaikCItPAO0tL6","pdf",7377049,69,"English","# Foreword\n# Introduction\n# Methods\n# Results\n## Advanced Math Access and Participation\n## How Calculus vs. Statistics Relate to Postsecondary Outcomes\n## Implications: Developing Diverse High School Math Pathways\n# Appendix A: Technical Notes on Methodology\n# Appendix B: Supplemental Analyses of Longitudinal Trends in Advanced Math Inequalities\n# Appendix C: Supplemental Analysis of Advanced Math Course Access and Postsecondary Outcomes\n# Endnotes","[{\"question\":\"What core question does the report address?\",\"answer\":\"Whether completing high school math with calculus or statistics better serves students, and what differences course participation makes for future outcomes.\"},{\"question\":\"What data source does the research use?\",\"answer\":\"The research utilizes confidential data from the Texas Education Research Center (TERC) at the University of Texas at Austin.\"},{\"question\":\"Why does the report discuss calculus and statistics together?\",\"answer\":\"Because debate exists over whether calculus should be prioritized in admissions and coursework, the report evaluates potential impacts while considering transferable quantitative skills from both pathways.\"}]","Calculus or Statistics: Does it Matter? - Report | PDF",1792063056,174]