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Opening the Door? How Wisconsin Scho...

Kist, Cassidy C.

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Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities./
作者:	Kist, Cassidy C.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	218 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002098
ISBN:	9781082946998

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.
Kist, Cassidy C.

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 218 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2020.

This item must not be sold to any third party vendors.

This study examines how mathematics leaders in seven school districts responded to a Wisconsin state graduation policy that requires students take three credits of mathematics and the rationale for their responses. In this qualitative study, I interviewed mathematics leaders in seven districts to answer the following research questions: 1) How do mathematics leaders respond to increased credit requirements for mathematics in terms of high school course sequencing and course offerings? 2) What rationale do these leaders give for their responses? 3) What are the implications of these responses for students' mathematical opportunities?The findings of this study show four reconfigurations of course sequences that resulted from course offering decisions made by the mathematics leaders. These decisions were made according to the mathematics leaders' beliefs about mathematics, students, and equity. These reconfigurations either take students away from Algebra 2, which means students are not eligible to apply to a four-year University of Wisconsin institution, or take students through an Algebra 2 lite version, which earns them the course credential on their transcript so they can apply but does not properly prepare them for future mathematics courses. Although mathematics leaders responded with equity in mind, these reconfigurations may perpetuate the inequities in mathematics education. This study fills a gap in the literature concerning the decision-making process and sensemaking of mathematics leaders when responding to a non-instructional policy. Additionally, it provides a missing discussion around mathematics structures. Not only do these structures impact students before they enter a mathematics classroom, they also have implications for their postsecondary opportunities.At the end of this dissertation, I discuss the implications of my findings for policy, practice, theory, and research. In addition to building on the established sensemaking, tracking, and equity literature, the implications of my findings call for a greater connection between policy and practice to produce more effective implementation. The findings suggest the importance for mathematics leaders to critique their current structures to understand if students are truly being equitably served. Finally, additional research can continue to examine how mathematics leaders respond to policies and how their responses have impacted the mathematics structures and student course-taking. It is these structures that determine what life opportunities are available to high school students when they graduate.

ISBN: 9781082946998Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Educational leadership

Opening the Door? How Wisconsin School Districts Respond to Increased Mathematics Graduation Requirements and Its Impact on Students' Educational Opportunities.
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520 $a This study examines how mathematics leaders in seven school districts responded to a Wisconsin state graduation policy that requires students take three credits of mathematics and the rationale for their responses. In this qualitative study, I interviewed mathematics leaders in seven districts to answer the following research questions: 1) How do mathematics leaders respond to increased credit requirements for mathematics in terms of high school course sequencing and course offerings? 2) What rationale do these leaders give for their responses? 3) What are the implications of these responses for students' mathematical opportunities?The findings of this study show four reconfigurations of course sequences that resulted from course offering decisions made by the mathematics leaders. These decisions were made according to the mathematics leaders' beliefs about mathematics, students, and equity. These reconfigurations either take students away from Algebra 2, which means students are not eligible to apply to a four-year University of Wisconsin institution, or take students through an Algebra 2 lite version, which earns them the course credential on their transcript so they can apply but does not properly prepare them for future mathematics courses. Although mathematics leaders responded with equity in mind, these reconfigurations may perpetuate the inequities in mathematics education. This study fills a gap in the literature concerning the decision-making process and sensemaking of mathematics leaders when responding to a non-instructional policy. Additionally, it provides a missing discussion around mathematics structures. Not only do these structures impact students before they enter a mathematics classroom, they also have implications for their postsecondary opportunities.At the end of this dissertation, I discuss the implications of my findings for policy, practice, theory, and research. In addition to building on the established sensemaking, tracking, and equity literature, the implications of my findings call for a greater connection between policy and practice to produce more effective implementation. The findings suggest the importance for mathematics leaders to critique their current structures to understand if students are truly being equitably served. Finally, additional research can continue to examine how mathematics leaders respond to policies and how their responses have impacted the mathematics structures and student course-taking. It is these structures that determine what life opportunities are available to high school students when they graduate.
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