Paper Title
Do High-School Mathematics Help Minority Students’ College Access?

The study authors examined the effects of high-school mathematics on the access of college of minority students who were particularly at high-risk. Data was extracted from the Educational Longitudinal Study of 2002 (ELS: 2002) and used survival analysis to analyze over high school students from a US national sample and tested a model of advanced mathematics courses interacting with risk factors and racial and linguistic minority status. The results showed that academic risk factors and advanced mathematics courses played an important role for the enrollment of post-secondary institutions for Hispanic English-fluent students and Asian English-native students. Index Terms - High-school mathematics, college access, racial minority, linguistic minority