| A number of recent reports have presented dire warnings of the state of mathematics education in the United States. This study is concerned with evaluating whether or not these warnings are justified by examining student mathematical achievement at the secondary and postsecondary level. Using a logistic regression model applicable for course placement analyses, this study employs the Longitudinal Study of American Youth, a recent large scale study funded by the NSF, to determine the extent to which high school students are prepared for the transition to college level math. In addition, the study investigates mitigating factors such as coursework and their impact upon ethnic, class, and gender subpopulations. |
