TY  - JOUR
AB  - Using student-level transcript data and information about instructional mode among public high school students in Massachusetts, this study examines the impact of disruptions to in-person instruction during the COVID-19 pandemic on students’ math coursetaking trajectories. We find that rates of advancement (that is, of taking a higher-level math course in one year compared to the prior year) decreased during the 2020-21 school year—especially among students who spent a greater share of the year in remote instruction. Findings also reveal widening race-based and socioeconomic gaps in math advancement at higher levels of remote instruction. These disruptions contribute to stratification in two ways: students who do not advance in one grade level are less likely to attain higher levels of math in high school generally, and the variation in disruption by race and socioeconomic status means some students fell even further behind in subsequent grades.
AU  - Denice, Patrick
AU  - Dangur-Levy, Shahar
PY  - 2026
ST  - Math coursetaking trajectories in high school during the COVID-19 disruptions to schooling
TI  - Math coursetaking trajectories in high school during the COVID-19 disruptions to schooling
UR  - http://www.edworkingpapers.com/ai26-1422
ER  -