Takeaways from Does It Matter If You Take Calculus In High School?

The answer depends on your goals

These days, students targeting competitive colleges or programs are expected to take advanced math classes. The question, though, is which course to take. Amy and Mike invited researcher Adam Tyner to review whether taking calculus in high school is absolutely necessary.

Listen to the full episode HERE before or after you review the key takeaways, topic breakdowns, and questions answered from this episode.

Key Takeaways

• Calculus remains highly valued for STEM students and elite college admissions, but statistics may be more broadly applicable for many students

• Both AP Calculus and AP Statistics show similar outcomes for non-STEM students in college completion and long-term earnings

• Statistics course-taking is rising rapidly, now surpassing calculus in Texas high schools

• Equity gaps persist in advanced math course-taking, despite increases across all demographic groups

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Topical Breakdown

Calculus as the "Tail Wagging the Dog" in Math Education

• Only 10-20% of students take calculus in high school

• Many courses (e.g. pre-calculus, Algebra 2) are designed to prepare students for calculus

• Calculus became emphasized after Sputnik in the 1950s to promote STEM education

• Creates anxiety for families about getting students on the "calculus track" early

Comparing Calculus vs. Statistics Outcomes

• For STEM students: Calculus takers more likely to major in and complete STEM degrees

• For non-STEM students: No significant differences in college completion or long-term earnings

• Calculus still viewed as a signal of academic ability by many college admissions offices

• Statistics potentially more broadly applicable in today's data-driven world

Trends in High School Math Course-Taking

• Statistics course-taking (both AP and non-AP) rising rapidly in Texas

• Statistics now more common than calculus in Texas high schools

• More schools offering AP Statistics

• All demographic groups taking more advanced math, but equity gaps persist

Considerations for Math Education Reform

• Need for rigorous, validated coursework when introducing new math pathways

• Importance of clear standards and assessments for new courses

• Caution against courses becoming "empty shells" without consistent rigor

Next Steps

• Read full report at FordhamInstitute.org for more detailed analysis

• Consider statistics as a viable alternative to calculus for non-STEM students

• Advocate for high standards and assessments in new math pathways

• Further research needed on long-term impacts of different math pathways

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Q&A

Calculus vs. Statistics in High School

Does the choice between calculus and statistics matter?

• Matters significantly for STEM students: calculus students more likely to major/degree in STEM

• For non-STEM high school students, there is little difference between those who took calculus or those who took statistics in college attendance, completion, or earnings

• Still matters for elite college admissions—calculus is seen as signal of ability/preparation

Are there equity issues in calculus vs. statistics?

The equity picture is complex: all groups are rising, but gaps are increasing”

• Black, Hispanic, lower-income underrepresented in advanced math

• White, Asian, economically advantaged overrepresented

What are key considerations for math pathways?

• Promote rigorous, validated coursework

• Develop clear standards and assessments

• Ensure transparency in content/expectations

• Uphold high standards while modernizing (e.g. data science)

• Be cautious of reforms lacking proper development/evaluation

Trends in High School Math

How common is calculus vs. statistics?

In the Texas study (2003-2020) that informs the current analysis, certain trends were clear:

• ~11% of students took calculus

• Statistics overtook calculus in popularity

• Both AP and non-AP statistics growing

• More schools offering AP Statistics