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Using rich administrative data from North Carolina and school-course fixed effects models, this study explores whether the availability of same-race instructors in advanced-track sections of courses affects Black high school students’ enrollment in, and performance in, advanced-track courses. The availability of at least one Black instructor at the advanced level is associated with a 2 percentage point increase in the uptake of advanced courses for Black students. However, conditional on enrollment in the advanced track, Black students are no more likely to pass advanced-track courses when taught by Black teachers. Positive effects on enrollment are driven by enrollment shifts for higher achieving students. Additional analyses showing benefits to non-Black students suggest that the main channels are not race-specific role model effects.

The metaphors that students form and encounter have been shown to exert a powerful influence on how they think about mathematics. In this paper, we explore the linguistic metaphors about learning and doing mathematics that were prevalent in 11 advanced mathematics lectures. We present four metaphor clusters that were common in the corpus that we analyzed: Learning Mathematics is a Journey, Doing Mathematics is Work, Mathematics is Discovery, and Presenting Mathematics is a Story. We conclude the paper by discussing the implications of the metaphors that mathematicians use and students hear in their mathematics courses.

We were interested in exploring the extent to which advanced mathematics lecturers provide students with opportunities to play a role in considering or generating course content. To do this, we examined the questioning practices of 11 lecturers who taught advanced mathematics courses at the university level. Because we are unaware of other studies examining advanced mathematics lecturers' questioning, we first analyzed the data using an open coding scheme to categorize the types of content lecturers solicited and the opportunities they provided students to participate in generating course content. In a second round of analysis, we examined the extent to which lecturers provide students with opportunities to generate mathematical contributions and to engage in reasoning that researchers have identified as important in advanced mathematics. Our findings highlight that, although lecturers asked many questions, lecturers did not provide substantial opportunities for students to participate in generating mathematical content and reasoning. Additionally, we provide several examples of lecturers providing students with some opportunities to generate important contributions. We conclude by providing implications and areas for future research.

The Advanced Placement (AP) program offers an opportunity for students to earn college credit and develop college-ready skills in high school The curriculum was initially designed for \"superior\" students at exclusive private schools. Recently, however, the AP program has expanded to serve more students from marginalized backgrounds, and equitable access has become one of its core objectives. Scholars have questioned whether AP can continue to offer effective college preparation while expanding beyond the populations it was initially designed to serve. This literature review summarizes existing research on whether the AP program has achieved its dual goals of equal access and effectiveness. The extant literature suggests that, despite impressive gains in access to AP, significant barriers remain to its becoming a program that ensures equal access for all students and effectively prepares them for college coursework. Assessing whether these barriers can be overcome, however, demands new approaches to AP research.

Using data from the Educational Longitudinal Study of 2002-2006, the authors investigated the effects of advanced math course taking on math achievement and college enrollment and how such effects varied by socioeconomic status and race/ethnicity. Results from propensity score matching and sensitivity analyses showed that advanced math course taking had positive effects on math achievement and college enrollment. Results also demonstrated that the effect of advanced math course taking on math achievement was greater for low socioeconomic status students than for high socioeconomic status students, but smaller for Black students than for White students. No interaction effects were found for college enrollment. Limitations, policy implications, and future research directions are discussed.

Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree.

This article explains how issues regarding dual credit and Advanced Placement high school science courses could be mitigated via a flipped classroom instructional model. The need for advanced high school courses will be examined initially, followed by an analysis of advanced science courses and the reform they are experiencing. Finally, it will conclude with an explanation of flipped classes as well as how they may be a solution to the reform challenges teachers are experiencing as they seek to incorporate more inquiry-based activities.

Advancement to postsecondary education for English language learners (ELLs) can be seriously constrained by a lack of academic preparation during high school. Currently, ELLs lag behind their non-ELL peers in their level of access to advanced college-preparatory courses. Through a qualitative case study of ELL education at a large public high school, we examine the educational practices that result in ELLs' restricted curricular choices. The findings expose the way in which ELLs' chances for rigorous academic preparation are systematically reduced and point to the importance of providing ELLs with high-level academic curriculum while also supplying linguistic scaffolding that makes such learning possible.

The study described in this paper has examined whether concept mapping can be used to help students to improve their learning achievement and interests. The participants were 124 students from two classes enrolled in an advanced accounting course at the School of Management of a university in Taiwan. The experimental data revealed two important results. First, adopting a concept mapping strategy can significantly improve students' learning achievement compared to using a traditional expository teaching method. Second, most of the students were satisfied with using concept mapping in an advanced accounting course. They indicated that concept mapping can help them to understand, integrate and clarify accounting concepts and also enhance their interests in learning accounting. They also thought that concept mapping could be usefully used in other curriculum areas.

Due to the efficiency, sustainability, and advances in firefighting technologies, the allowable height for wood buildings was increased from 4 to 6 storeys in 2015 and will be further increased to 12 storeys in the 2020 edition of the National Building Code of Canada, as a result of the advent and application of mass timber products. To match the development in the industry and the increasing need in the market for highly skilled timber engineers, structural timber design curricula at the university level must evolve to train the next generation of practitioners. At most Canadian universities, structural timber design courses are mainly provided in civil engineering departments. In this study, 31 accredited civil engineering programs in Canada were reviewed for structural wood design content at undergraduate and graduate levels based on two surveys conducted in 2018 and 2020. In the 2018 survey, the percentage of structural timber design content was estimated and compared with other engineering materials (e.g., steel, concrete, and masonry), and a similar survey was repeated in 2020 to determine if any significant changes had occurred. In early 2021, two complementary questionnaires were sent to the instructors of timber-related courses across the country to collect quantitative information, including enrollment statistics, percentage dedicated to timber design in combined material courses, and potential topics deemed critical to support the design of modern timber structures. Based on the responses provided, and also on the availability of resources and the research ongoing, the content for five advanced-level courses is proposed to address the needs of the timber design community. The findings presented in this paper will assist the timber industry, government agencies, and educational institutions in effecting potential changes to university curricula to educate the next generation of timber design professionals who will possess the necessary skills and knowledge to meet the challenges in designing modern mass timber structures.