School value-added models are increasingly used to measure schools’ contributions to student success. At the same time, policymakers and researchers agree that schools should support students’ social-emotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited.
In this report we explore the patterns in mathematics course-taking among California public high school seniors. We describe what courses students are enrolled in and how course participation varies by key student characteristics, such as race/ethnicity, socioeconomic status, and performance level on the state’s 11th grade assessments. We also explore course-taking patterns for students eligible for California’s public four-year colleges—California State University (CSU) and the University of California (UC), and for applicants and admitted students at the CSU and UC.