Our study examined the relation of advanced math course taking to the educational attainment of rural youth. We used data from the Educational Longitudinal Study of 2002. Regression analyses demonstrated that when previous math achievement is accounted for, rural students take advanced math at a significantly lower rate than urban students. Compared with urban students, rural students have less change in their math achievement from tenth to twelfth grade and are less likely to be enrolled in a 4-year college 2 years postsecondary, and these differences are explained by advanced math course taking. Limitations, implications, and future research directions are discussed.
Bibliographical noteFunding Information:
This research was supported by funding from the Eunice Kennedy Shriver National Institute of Child Health and Human Development (grants 1-RO3-HD065964-01 and 7RO3HD065964-02). The views expressed in this article are ours and do not represent the granting agency.
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