| This study examined the relationship between state policies mandating increased mathematics credits for high school graduation and access to postsecondary education. The purpose of this study was to determine if the state policy intervention of increasing high school mathematics requirements was related to a higher likelihood that students would complete higher-level mathematics course work, enter postsecondary education, and pursue a science, technology, engineering, or mathematics (STEM) major. Analysis of National Education Longitudinal Study (NELS:88) student data using linear and logistic regression provided evidence that increased requirements supported policy objectives that included a more rigorous academic education and improved preparation for postsecondary entry and careers in science and mathematics.;Holding constant a set of factors related to educational outcomes, students who were required to complete three mathematics credits for high school graduation were more likely to have taken additional high school mathematics course work, reached the level of trigonometry or above, enrolled in a bachelor's degree program, and pursued a STEM major, compared with those who had lower requirements. Overall, the policy that increased requirements met its objectives through a small but important increase in mathematics course taking, and that increase is shown to be related to a greater likelihood of entry into a bachelor's degree program and a STEM major. The finding of a greater likelihood of enrollment in a bachelor's degree program associated with higher mathematics requirements suggests that this policy was an effective mechanism through which to improve postsecondary access. |
