Mathematics Curricular Intensification and Inequality in American High Schools, 1982-2004

By T. Domina, Joshua Saldana. 2011

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Aiming High and Falling Short (2015, background): “Over the last several decades, U.S. schools have dramatically intensified high school mathematics curricula in an attempt to improve U.S. mathematics achievement (Domina & Saldana, 2012).”
Advanced Placement: The Dual Challenge of Equal Access and Effectiveness (2018, background): “While a few studies have built on theoretical foundations for analyses of AP (e.g., Domina & Saldana, 2012; Yonezawa et al., 2002), the majority of studies have been largely atheoretical.”
Examining a history of failed reforms and recent stories of success: mathematics education and Black learners of mathematics in the United States (2014, background): “…who make it into Algebra II, the payoff in terms of college readiness is often markedly lower than for other groups (Long, Iatarola, and Conger 2009) and the likelihood of them reaching Calculus in high school is significantly less than their White and Asian peers (Domina and Saldana 2012).”
Personalised learning: lessons to be learnt (2012, background): “…how and why SRL matters and its contribution to academic attainment seems particularly justified with low SES students who are likely to be disengaged from school, unclear about effective learning strategies, and struggling to meet expected yearlevel progression standards (Domina & Saldana, 2011).”