For this brief, EdTrust and Just Equations partnered to explore differences in patterns of math course enrollment for high school students using data from students who participated in the 2009 High School Longitudinal Study (HSLS:09). Like other research has shown, the authors find that high-achieving Black and Latino students and students from…

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009, to examine the association between the timing of Algebra I coursetaking and enrollment in postsecondary education. HSLS:09 cohort members were asked when they last took…

Increasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses--one growing branch within career and…

This study makes use of data from NCES's High School Longitudinal Study of 2009 to ascertain the relationship of number of mathematics courses and content of mathematics courses to mathematics achievement. As one contribution, the study replicates a process to quantify mathematics course content. Results of the study show that mathematics content…

Using the nationally representative High School Longitudinal Study of 2009 (HSLS:09), this study documents that rural and small-town students were significantly less likely to enroll in postsecondary STEM (science, technology, engineering, and mathematics) degree programs, compared with their suburban peers. This study also shows that schools…