UPGRADING THE HIGH-SCHOOL MATH CURRICULUM - MATH COURSE-TAKING PATTERNS IN 7 HIGH-SCHOOLS IN CALIFORNIA AND NEW-YORK

Previous studies have indicated that students enrolled in the general math track do not take as much math and do not learn as much math as s tudents in college-preparatory math courses (Gamoran, 1987; Oakes, 198 5; Portier, 1989). State, district, and school initiatives in Californ ia and New York have been developing mechanisms to address this proble m of inequality by creating new transition math courses and eliminatin g the general math track. This study examines course-taking patterns o f students in seven high schools in California and New York that have attempted to enroll lower level math students in more meaningful initi al math courses. By examining students' transcripts, the success of va rious policy options to upgrade the math curriculum are evaluated Our data indicate that the new transition math courses meet with partial s uccess in providing a common curriculum to students with diverse math preparation.