| Mathematics reform is at the forefront of issues facing secondary education. The purpose of this study was to discover and describe, from an 11th grade student perspective, factors which influence students to enroll, or not enroll, in mathematics their senior year. A comparative case study design was used to examine two selected rural high schools identified as being High Schools That Work (HSTW) sites. One school was considered to be a "high performing site" by HSTW and had met all adequate yearly progress targets set forth by No Child Left Behind (NCLB) under state guidelines; the other school was listed as a "needs improvement" school for failing to meet the math targets set forth by the NCLB state guidelines for two consecutive years.;Enrollment in mathematics in the senior year of high school has been shown to have a significant impact on postsecondary success (ACT, 2004; Adelman, 1999; Carnevale and Desrochers, 2003; Day and McCabe, 1997; Goldberg and Traimar, 2001; Haycock, 2003; Packer, 2003; Rosen et al., 2003; Schmeiser, 2006; Steen, 1997, 1998, 2001, 2003). Yet, little is known from previous research about the perceptions of 11th grade students as to which factors are influencing their decision to enroll, or not enroll, in mathematics their senior year of high school.;Survey data from 149 eleventh grade students from both sites and follow-up in depth interviews with eight students showed college admission and performance as the primary reason influencing enrollment in 12th grade mathematics. Expectations from parents, as well as expectations from teachers, were also identified as influencing students' decisions to enroll in 12 th grade mathematics. In addition, students were influenced by their experiences in previous math courses.;A replication of this study in different school settings, such as urban or suburban schools could also involve different ethnic, gender, and socioeconomic groups and influences on their decisions to enroll in mathematics courses as seniors. Studies in this area will enhance the alignment of effective strategies for guidance and advisement of high school seniors regarding mathematics enrollment. As well as recognize potential professional development topics for secondary math teachers. |
