UNDERREPRESENTATION OF BLACK STUDENTS IN HIGHER LEVEL SECONDARY MATHEMATICS COURSES: AN ANALYSIS OF THE IMPACT OF REMOVING QUALITATIVELY INFERIOR MATHEMATICS COURSES ON STUDENT ENROLLMENT, COMPLETION, AND ACHIEVEMENT

Abstract

This dissertation investigates the underrepresentation of Black students in higher-level secondary mathematics courses within Calvert County Public Schools (CCPS). The study addresses the persistent opportunity gap between Black and White secondary students, a disparity historically perpetuated by district practices that tracked Black students into lower-level mathematics courses. In response, a district initiative—guided by principles from the National Council of Teachers of Mathematics (NCTM) and supported by a small group of committed district staff—sought to increase Black student enrollment in advanced mathematics courses. The initiative aimed to enhance mathematical achievement and literacy, both of which are critical for future academic and career success. Employing a quantitative descriptive, ex post facto design, the study analyzed administrative data from CCPS on course enrollment, completion, and achievement (primarily SAT Mathematics scores) for freshman cohorts from 2006, 2011, 2016, and 2021. Additionally, an online survey was administered to all high school mathematics teachers to gather their perspectives on the district’s decision to eliminate certain lower-level high school mathematics courses—Prealgebra, Intermediate Algebra, Algebra III, and Business Math—beginning 2014. The study examined both the impact of these course eliminations and the evolution of teacher perceptions over time.Key findings indicate that the removal of these courses was associated with increased access to Algebra II and subsequent University System of Maryland (USM)-approved post-Algebra II courses, particularly for Black students, increasing from 51% of Black students earning credit for Algebra II to 79% and increasing from 22% of Black students earning credit for a USM-approved post-Algebra II course to 69% over the two decades. Moreover, Black students demonstrated a significant increase in SAT Math scores relative to their Reading scores and to the Math scores of the overall student population, with cumulative average annual increase rates of 4.2%, 9.6%, and 13.9% respectively at the 400+, 500+, and 600+ levels, compared to 1.7%, 3.6%, and 3.3% for the full population, suggesting improved achievement outcomes linked to increased access to rigorous coursework. Teacher perceptions, initially skeptical of the course eliminations, shifted positively after reviewing data showing increased enrollment and achievement among Black students. These findings have important implications for educational policy and leadership. They suggest that systemic course restructuring can be an effective strategy for addressing racial disparities in mathematics education. The study contributes to the broader understanding of how intentional policy changes can promote equity and expand opportunities for historically underserved student populations in CCPS, across Maryland, and potentially in other districts nationwide.