부산대학교 도서관

In this study I report results of an quantitative analysis using a large scale public dataset (HSLS:09) to investigate which students are taking statistics courses in high school to begin to understand the access students have to opportunities to learn statistics concepts and practices in high schools in the United States. The main result of this study is that predominantly the top academically performing high school students are earning credit for taking statistics. This is concerning as all students should have experiences learning concepts and practices from statistics to be prepared to engage in and play active roles in today's data centric societies. In line with the conference theme of looking forward, implications for future research and policy are discussed. [For the complete proceedings, see ED606531.]