U.S. high schools with high enrollments of students from low-income families are less likely to offer advanced mathematics courses than low-poverty schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: baselines and conditions change
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Nationwide, only 45% of high schools with high percentages of students from low-income families offer Calculus, compared to 87% of high schools with low percentages. → Leung 2020
Evidence¶
Leung 2020¶
Leung, M., Cardichon, J., Scott, C., & Darling-Hammond, L. (2020). Inequitable opportunity to learn: Access to advanced mathematics and science courses. Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-course-access
q2 · i? · associational · r2
Analysis combining 2017-18 CRDC with the Common Core of Data, comparing top and bottom quintiles of schools by free or reduced-price lunch percentage. The report states "only 45% of high schools with high percentages of students from low- income families offer Calculus, compared to 87%."
"For example, only 45% of high schools with high percentages of students from low- income families offer Calculus, compared to 87% of high schools with low percentages of students from low- income families."
Discussion¶
Related Claims¶
- Florida shows more equitable advanced course offerings between high- and low-poverty schools, attributed by others to statewide opportunity efforts begun in the early 2000s — related
- U.S. high schools with high enrollments of students from low-income families are less likely to offer advanced science courses than low-poverty schools — related
- U.S. high schools with high student of color enrollment are less likely to offer advanced mathematics courses than schools with low student of color enrollment — related
- State-level disparities in advanced course access are large, with New York showing a 54-percentage-point Calculus gap between low- and high-student-of-color-enrollment schools — related
- U.S. high schools with high student of color enrollment are less likely to offer advanced science courses than schools with low student of color enrollment — related
- Washington State's automatic-enrollment academic acceleration policy is associated with more equitable advanced course offerings, reversing the typical gap — reports the opposite
- Access to computing instruction in US schools is limited and inequitable by school level and poverty — related
- Students in the lowest-SES neighborhoods were 3 percentage points less likely to enroll in CS, a gap largely explained by differential access to schools offering CS — related
- The authors' data supports that Calculus 1 need not be a prerequisite for lower-level CS courses — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
high-poverty-schools-offer-fewer-advanced-math-courses |
title |
U.S. high schools with high enrollments of students from low-income families are less likely to offer advanced mathematics courses than low-poverty schools |
description |
U.S. |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-10 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — leung-2020 |
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