Open AccessThe Impact of the Michigan Merit Curriculum on High School Math Course-Taking
Author(s) -
Soobin Kim,
Gregory Wallsworth,
Ran Xu,
Barbara Schneider,
Kenneth A. Frank,
Brian Jacob,
Susan Dynarski
Publication year - 2019
Publication title -
educational evaluation and policy analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.636
H-Index - 78
eISSN - 1935-1062
pISSN - 0162-3737
DOI - 10.3102/0162373719834067
Subject(s) - curriculum , socioeconomic status , mathematics education , class (philosophy) , academic achievement , psychology , advanced placement , student achievement , class size , medical education , pedagogy , sociology , demography , medicine , computer science , population , artificial intelligence
Michigan Merit Curriculum (MMC) is a statewide college-preparatory policy that applies to the high school graduating class of 2011 and later. Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes. Our analyses suggest that (a) post-MMC cohorts took and passed approximately 0.2 additional years’ of math courses, and students at low socioeconomic status (SES) schools drove nearly all of these effects; (b) post-policy students also completed higher-level courses, with the largest increase among the least prepared students; (c) we did not find strong evidence on students’ ACT math scores; and (d) we found an increase in college enrollment rates for post-MMC cohorts, and the increase is mostly driven by well-prepared students.
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