This study examines the role of self-concept regarding mathematical ability in explaining the gender gap in advanced mathematics performance of US high school students. The study is based on data generated from the Third International Mathematics and Science Study (TIMSS 1995-2015), a large-scale project which investigated the relationship between…

To understand students' perspectives on high school GPA, in September 2023, ACT reached out to a random sample of high school students via an online survey. The survey questions centered on students' perceptions of how well high school GPA represents content mastery, whether it is fair to use high school GPA as a benchmark in college admissions,…

There are substantial and ongoing concerns in the Australian and international secondary and tertiary education sectors about students' transition from secondary to tertiary mathematics. Of recent concern is the number of students choosing Advanced Mathematics (AM) in the last two years of secondary school. Declining enrolments in AM in secondary…

This paper presents results from research that investigated the participation and attrition rate of male and female candidates in two post-secondary mathematics courses (Pure Mathematics and Applied Mathematics). The data for this study consisted of the course results over five years from 2013-2017 for 15,220 candidates (N = 19,585) from 71…

This Data Byte uses data from a previous study to analyze whether indicators of having taken advanced coursework in specific subjects (i.e., English, math, science, and social studies) can reduce the negative impact of grade inflation.

This study examines the factors influencing immigrant students' enrollment in advanced mathematics courses during their high school years in the United States. Using data from the High School Longitudinal Study of 2009 (HSLS:09), this research investigates the association between each of the variables Institutional agent related social capital…

Supply of students to 'the science pipeline' remains an important imperative for economic policy, and for individual life chances. In England, Science courses from age 14-16 have been divided into 'Double' and (extended) 'Triple' Science. This article draws on data from 6,053 students to investigate the effects of science course designation on…

Although strides have been made in promoting gender equality, there still exists a lingering gap in math achievement, where males tend to outshine females. This has piqued the interest of both scientists and society, who continue to explore the reasons behind the limited representation of women in math-intensive fields such as science, technology,…

There is a body of research which highlights the importance of students studying mathematics at an advanced level, hence policy-makers worldwide look for ways to increase the uptake of advanced mathematics. In Ireland, the Government announced the introduction of a Bonus Points Initiative which came into effect in 2012, in an attempt to increase…

In three studies, college student participants read a description of ambiguous (i.e., neither explicitly positive nor explicitly negative) academic feedback from a faculty member. Evaluations of the ambiguous feedback were compared across participants' gender identities and levels of social and intellectual belonging in their academic majors and…

Addressing the participation rates in senior secondary mathematics courses in Australian schools remains a critically important issue. In this paper, the authors report on quantitative findings from a study in which all year 11 and year 12 (aged 17-18 years) Australian Tertiary Admissions Ranking (ATAR) students in Western Australia were invited…

Peer evaluations for nearly 1,650 students in three different team-based learning economics courses are analyzed for evidence of gender differences in ratings given and received. The analysis controls for general academic skills and economics-specific skills as well as other individual and team characteristics. Females earn higher evaluations than…

The purpose of this qualitative research was to understand how the COVID-19 pandemic shaped the lived experiences and stress of high school graduates who were enrolled in advanced academic courses during the 2020-2021 school year. This multiple case study explored how the COVID-19 pandemic affected the experiences of AP/IB high school graduates…

Flipped classrooms serve as a new pedagogical approach for teaching and learning, which involves switching from the traditional teacher-centred academic agenda. Unlike the traditional classroom model, the flipped classroom enables students to understand the lesson better while learning at their own pace and enhancing their communication skills…

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous…