{"@context":"http://iiif.io/api/presentation/2/context.json","@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/manifest.json","@type":"sc:Manifest","label":"A quantitative policy analysis of Bronx County public high school students\u00e2\u20ac\u2122 mathematics course completion","metadata":[{"label":"dc.description.sponsorship","value":"This work is sponsored by the Stony Brook University Graduate School in compliance with the requirements for completion of degree."},{"label":"dc.format","value":"Monograph"},{"label":"dc.format.medium","value":"Electronic Resource"},{"label":"dc.identifier.uri","value":"http://hdl.handle.net/11401/76853"},{"label":"dc.language.iso","value":"en_US"},{"label":"dc.publisher","value":"The Graduate School, Stony Brook University: Stony Brook, NY."},{"label":"dcterms.abstract","value":"Education reform remains a work in progress. Research, government, and policy reports emphasize that a high-quality high school mathematics education is key to the future of the nation. Technical and research work in science, technology, engineering, mathematics (STEM), social sciences, and life sciences have been identified as essential requirements to bolster the economic growth, national competitiveness, and security of the United States. The academic preparedness, college aspiration, persistence, graduation, as well as earnings of high school graduates who complete college preparatory and advanced math courses are all positively, strongly, and significantly correlated to their math course completion.  Despite various efforts from the federal government, such as the No Child Left Behind Act, warnings and recommendations from national reports such as A Nation at Risk, and the documented importance of high school mathematics in preparing highly skilled and critically thinking workers, ethnic minorities and economically disadvantaged students remain severely underrepresented in STEM disciplines. High schools located in inner-city, high-minority, and economically disadvantaged neighborhoods offer college preparatory and advanced math courses at rates that are significantly lower than schools located in suburban or rural neighborhoods. White, Asian, or economically advantaged students surpass Black and Hispanic students in the completion of standard through advanced level math courses. However, Black and Hispanic students surpass White and Asian students in Basic through Preformal math courses. We developed and answered the following research questions within the aforementioned context:    1. How are the key socio-demographic and performance indicators of New York City public high schools distributed? 2. How comparable are key demographic and academic performance indicators of Bronx public high schools with a reported 4-year mathematics requirement to those of other Bronx public high schools? 3. How comparable are the high school mathematics course completion rates of Bronx County public high school students attending schools with a reported 4-year mathematics requirement to other Bronx public high school students?"},{"label":"dcterms.available","value":"2017-09-20T16:51:19Z"},{"label":"dcterms.contributor","value":"."},{"label":"dcterms.creator","value":"Fernandez, Ramon Emilio"},{"label":"dcterms.dateAccepted","value":"2017-09-20T16:51:19Z"},{"label":"dcterms.dateSubmitted","value":"2017-09-20T16:51:19Z"},{"label":"dcterms.description","value":"Department of Technology, Policy, and Innovation"},{"label":"dcterms.extent","value":"74 pg."},{"label":"dcterms.format","value":"Monograph"},{"label":"dcterms.identifier","value":"http://hdl.handle.net/11401/76853"},{"label":"dcterms.issued","value":"2016-12-01"},{"label":"dcterms.language","value":"en_US"},{"label":"dcterms.provenance","value":"Made available in DSpace on 2017-09-20T16:51:19Z (GMT). No. of bitstreams: 1\nFernandez_grad.sunysb_0771E_12902.pdf: 1444279 bytes, checksum: b4674d68835b305613f95450144215a8 (MD5)\n  Previous issue date:    1"},{"label":"dcterms.publisher","value":"The Graduate School, Stony Brook University: Stony Brook, NY."},{"label":"dcterms.subject","value":"Mathematics education -- Education policy -- Management"},{"label":"dcterms.title","value":"A quantitative policy analysis of Bronx County public high school students\u00e2\u20ac\u2122 mathematics course completion"},{"label":"dcterms.type","value":"Dissertation"},{"label":"dc.type","value":"Dissertation"}],"description":"This manifest was generated dynamically","viewingDirection":"left-to-right","sequences":[{"@type":"sc:Sequence","canvases":[{"@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/canvas/page-1.json","@type":"sc:Canvas","label":"Page 1","height":1650,"width":1275,"images":[{"@type":"oa:Annotation","motivation":"sc:painting","resource":{"@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/70%2F39%2F54%2F70395497898661878406360349966562863724/full/full/0/default.jpg","@type":"dctypes:Image","format":"image/jpeg","height":1650,"width":1275,"service":{"@context":"http://iiif.io/api/image/2/context.json","@id":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/70%2F39%2F54%2F70395497898661878406360349966562863724","profile":"http://iiif.io/api/image/2/level2.json"}},"on":"https://repo.library.stonybrook.edu/cantaloupe/iiif/2/canvas/page-1.json"}]}]}]}