Intermediate Algebra Course-Taking in 151 Los Angeles County Public Schools: An Exploratory Study

INTRODUCTION A 1996 report, The Condition of Education in Los Angeles County, found that Latinos had the lowest enrollment rates in college-preparatory mathematics courses in the County. These statistics are particularly disturbing given recent research that links mathematics course-taking with both higher standardized test scores and future educational opportunities. This link, combined with the most recent National Assessment of Educational Progress (NAEP) finding that Latino graduates continue to trail their Asian and White counterparts in advanced mathematics course-taking, makes monitoring Latino enrollment in gateway courses exceptionally important. Beyond aggregate district-level enrollment rates, little is known in Los Angeles County about Latino enrollment in Intermediate Algebra/Algebra II. This study explores Intermediate Algebra/Algebra II course-taking in Los Angeles County public high schools in 1995, by race/ethnicity. The purpose of this study is to examine mathematics course-taking at the school level to better understand differences in educational opportunities across schools and to reveal the extent to which Latinos enroll in important college-preparatory courses compared to Whites, Blacks and Asians. This study uses course enrollments as a key indicator of mathematics participation. The indicator was selected on the basis of its importance for assessing future educational and employment opportunities, as well as the quality and availability of data.