- Black students are much more likely than are White students to be enrolled in low-track mathematics courses by 10th grade.
- The Black-White gap in mathematics course taking is the greatest in integrated schools where black students are in the minority and cannot be entirely accounted for by individual-level differences in the course-taking qualifications or family backgrounds of White and Black students.
- On average, there is no Black-White gap in mathematics course taking after test scores, grades, prior track placement, and SES are taken into account.
- After the individual level variables as well as several school variables are adjusted for, predominantly Black schools actually have a higher level of mathematics course taking.
- The schools that Black students attend have an inclusive approach to course taking in math, with a greater number of students than would be enrolled at predominantly white schools with students of similar achievement level and backgrounds.
- Black students are at a course-taking disadvantage in predominantly White schools
- Black students are disadvantaged within predominately White public schools.
- There appears no similar disadvantage in predominately White Catholic schools. Moreover, the average level of mathematics course taking among all students was higher in Catholic schools.
- there appears to be a connection between the racial composition of a school and the chances of Black and White students enrolling in high-track math courses.
- Even when Black students attend integrated schools, they face resegregation within these schools.
- Students in predominately Black schools may still benefit from an inclusive approach to enrollment in upper-track courses.