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TABLE K–12-7 High-School Graduates Completing Advanced Mathematics Courses (1990, 1994, and 1998), by Students and School Characteristics in 1998

Year and characteristic

Any trigonometry/ algebra III

Any precalculus/ analysis

Any statistics/ probability

Calculus

Any

AP/IB

1990 .......................................

20.7

13.6

1.0

7.2

NA

1994 .......................................

24.0

17.4

2.1

10.2

NA

1998 .......................................

20.8

23.1

3.7

11.9

6.3

 

Male....................................

19.4

23.1

3.4

12.0

6.8

 

Female................................

22.5

22.9

4.0

11.6

6.0

 

White...................................

23.6

25.1

4.3

13.1

7.0

 

Asian/Pacific Islander ..........

18.0

41.4

3.8

20.1

13.1

 

Black...................................

15.5

14.0

2.1

7.2

3.3

 

Hispanic ..............................

10.9

15.4

1.7

7.1

3.7

 

School urbanicity

 

 

 

 

 

 

 

Urban..............................

19.0

28.5

3.6

13.2

7.7

 

 

Suburban ........................

20.9

26.7

4.0

12.1

7.5

 

 

Rural...............................

22.6

13.4

3.4

10.4

3.5

 

School sizea

 

 

 

 

 

 

 

Small...............................

22.2

21.9

3.6

10.8

3.4

 

 

Medium...........................

21.9

22.8

3.8

12.9

6.9

 

 

Large ..............................

16.7

25.1

3.4

10.3

7.7

 

School povertyb

 

 

 

 

 

 

 

Very low..........................

26.3

35.4

6.5

15.6

8.8

 

 

Low.................................

18.1

23.6

4.3

12.0

6.7

 

 

Medium...........................

22.4

14.9

1.7

9.2

3.9

 

 

High ................................

23.6

9.8

0.8

6.9

4.9

aSmall = fewer than 600 students enrolled, medium = 600-1,800, and large = more than 1,800.

bMeasured by percentage of students eligible for free or reduced-price lunches: very low = 5 percent or less, low = 6-25 percent, medium = 26-50 percent, and high = 51-100 percent.

NOTE: AP = Advanced Placement, IB = International Baccalaureate, NA = not available. AP and IB courses were coded separately in 1998 and 2000 but not in prior years. AP/IB calculus courses are counted both in their specific column and in the “any calculus” column. Before 1998, AP and IB courses were coded with the general set of courses.

SOURCE: National Science Board. Science and Engineering Indicators 2004. NSB 04-01. Arlington, VA: National Science Foundation, 2004. Appendix Table 1-10. This table was based on US Department of Education, Center for National Education Statistics, High School Transcript Studies, various years.

the influence that the federal government can exert on state educational systems, school districts, and individual schools. Nevertheless, the federal government can enable change by leveraging its investments in K–12 education, by providing information and other resources to organizations, and by helping to coordinate the many groups and individuals with a stake in science, mathematics, and technology education. Three policy arenas seem particularly promising: teacher preparation, educational standards, and institutional change.



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