Institute for Research on Poverty Discussion Papers Econometric Models of the Contribution of High School Courses to Mathematics Proficiency New Econometric Models of the Contribution of High School Courses to Mathematics Proficiency

There is no question that traditional mathematics courses such as algebra, geometry, and calculus contribute to the math proficiency of high school students. What is not usually recognized, however, is that math-related and applied courses such as the ones found in science and vocational education programs also appreciably increase math skills. Using a two-stage least squares model and an errors in variables model, the author analyzes the contribution of specific courses to growth in mathematics proficiency during the last two years of high school. Unlike similar previous studies, the econometric models used in the present study control for measurement error in prior achievementthat is, how proficient the students were as sophomores. The author uses his findings to recommend a systemic reform of high school curricula in which math skills are taught in applied contexts and not only as abstract principles. Applied Versus Traditional Mathematics: New Econometric Models of the Contribution of High School Courses to Mathematics Proficiency