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They are also associated with a higher probability of completing Precalculus or above, with no clear relationship for completing Algebra II or higher. Subgroup analyses show substantial disparities for disadvantaged, low-performing students who face limited access to advanced courses.",{"@graph":14,"@context":73},[15,34,56],{"@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 & 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do high school exit exams relate to students’ likelihood of taking upward-bound mathematics?","Question",{"text":63,"@type":64},"Exit exams are associated with a decreased likelihood of students taking upward-bound mathematics during their four years of high school.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Do exit exams increase completion of advanced mathematics courses?",{"text":68,"@type":64},"Exit exams are linked to an increased likelihood of completing Precalculus or higher, though they show no discernible association with completing Algebra II or higher.",{"name":70,"@type":61,"acceptedAnswer":71},"What equity disparities are highlighted in the study?",{"text":72,"@type":64},"Significant disparities exist: underprivileged, low-performing students often experience limited access to advanced math courses due to exit 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--- |\n| Arizona State University |  |\n| Volume 32 Number 47 August 27, 2024 ISSN 1068-2341 |  |\n\nWho Benefits from High School Exit Exams? Examining Variations in Math Course-Taking by Abilities and  \nSocioeconomic Status1  \nSeong Won Han  \nUniversity at Buffalo  \nUnited States  \nChungseo Kang  \nJeonbuk National University  \nSouth Korea  \n&  \nLois Weis  \nUniversity at Buffalo  \nUnited States  \nCitation: Han, S. W., Kang, C., & Weis, L. (2024) . Who benefits from high school exit exams? Examining variations in math course-taking by abilities and socioeconomic status. Education Policy Analysis Archives, 32(47). [https://doi.org/10.14507/epaa.32.8545](https://doi.org/10.14507/epaa.32.8545)  \nAbstract: Using the High School Longitudinal Study of 2009, the association between high school exit exams and mathematics course-taking patterns is explored. Exit exams are linked to a decreased  \n1 This research was supported by the NSF, DGE\\#1660402, Effects of State Policy on High School Science, Technology, Engineering, and Mathematics (STEM) Opportunities and Outcomes for Low-Income Underrepresented Minorities, to Dr. Lois Weis (principal investigator) and Dr. Seong Won Han (co–principal investigator) .  \nlikelihood of students taking upward-bound mathematics during their four years of high school. Exit exams are also associated with fewer mathematics credits earned. However, exit exams are linked to increased likelihood of students completing Precalculus or higher, but have no discernible association with completing Algebra II or higher. Importantly, significant disparities exist in these associations, with underprivileged, underperforming students often experiencing limited access to advanced math courses due to exit exams.  \nKeywords: math course-taking pattern; exit exam; on track; off track; equity  \n¿Quién se beneficia de los exámenes de egreso de la escuela secundaria? Examen delas variaciones en la toma de cursos de matemáticas según las capacidades y el nivel socioeconómico  \nResumen: Utilizando el Estudio Longitudinal de la Escuela Secundaria de 2009, se explora la asociación entre los exámenes de egreso de la escuela secundaria y los patrones de toma decursos de matemáticas. Los exámenes de egreso están vinculados a una menor probabilidadde que los estudiantes tomen matemáticas de nivel superior durante sus cuatro años de escuela secundaria. Los exámenes de egreso también están asociados con una menor cantidad de créditos de matemáticas obtenidos. Sin embargo, los exámenes de egreso estánvinculados a una mayor probabilidad de que los estudiantes completen Precálculo o superior, pero no tienen una asociación discernible con completar Álgebra II o superior. Es importante destacar que existen disparidades significativas en estas asociaciones, ya que los estudiantes desfavorecidos y de bajo rendimiento a menudo experimentan un acceso limitado a cursos de matemáticas avanzados debido a los exámenes de egreso.  \nPalabras-clave: patrón de toma de cursos de matemáticas; examen de egreso; on track; off track; equidad  \nQuem se beneficia dos exames de saída do ensino médio? Examinando variações nafrequência de cursos de matemática por habilidades e status socioeconômico Resumo: Usando o Estudo Longitudinal do Ensino Médio de 2009, a associação entre exames de saída do ensino médio e padrões de frequência de cursos de matemática é explorada. Os exames de saída estão ligados a uma menor probabilidade de alunos fazeremmatemática ascendente durante seus quatro anos de ensino médio. Os exames de saídatambém estão associados a menos créditos de matemática obtidos. No entanto, os exames de saída estão ligados a uma maior probabilidade de alunos concluírem o Pré -cálculo ou superior, mas não têm associação discernível com a conclusão da Álgebra II ou superior. É importante ressaltar que existem disparidades significativas nessas ","cbCaibUMrl3shl1x","https://ap.wps.com/l/cbCaibUMrl3shl1x","pdf",521549,25,"English","# Abstract\n# Citation and Study Overview\n## Exit Exams and Math Course-Taking Outcomes\n## Nonlinear Progression and Equity Implications","[{\"question\":\"How do high school exit exams relate to students’ likelihood of taking upward-bound mathematics?\",\"answer\":\"Exit exams are associated with a decreased likelihood of students taking upward-bound mathematics during their four years of high school.\"},{\"question\":\"Do exit exams increase completion of advanced mathematics courses?\",\"answer\":\"Exit exams are linked to an increased likelihood of completing Precalculus or higher, though they show no discernible association with completing Algebra II or higher.\"},{\"question\":\"What equity disparities are highlighted in the study?\",\"answer\":\"Significant disparities exist: underprivileged, low-performing students often experience limited access to advanced math courses due to exit exams.\"}]","Who Benefits from High School Exit Exams? Examining Variations in Math Course-Taking by Abilities and Socioeconomic Status | PDF",1792094375,63]