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This study linked ninth-grade student background data and school-reported high school transcript data from the national High School Longitudinal Study of 2009 (HSLS:09) to student item responses on the 2013 National Assessment of Educational Progress (NAEP) mathematics assessment to examine the relationships between high school coursework and end-of-high school mathematics achievement. In a series of marginal maximum likelihood regression analyses, we find that STEM course GPAs, credits earned in AP/IB math and science courses, higher levels of math course content, and course-taking in chemistry and physics are all positively associated with NAEP math achievement. These relationships persist even when gender, race/ethnicity, early grade 9 mathematics achievement, and socioeconomic status are included as covariates. Cluster analysis of students with high estimated achievement suggest multiple paths to high mathematics achievement for students with both high- and low-socioeconomic status backgrounds.

Increasing the rigor of courses taken in high school is a crucial part of education policy. However, existing knowledge about high school coursework is outdated. Using data from a recent nationally representative data set, this brief reports results that expand our knowledge base on the relationship between rigorous coursework and postsecondary outcomes. Findings show that (1) Timing of the course-taking matters; (2) Advanced coursework is important; (3) Students who take diverse courses are likely to have better postsecondary outcomes; and (4) Both the quality and quantity of the coursework matters. The results of this study have implications for students, parents, educators, policymakers, and researchers. Students and their parents who would like to increase students' chances of becoming successful after high school should ensure students do not fall behind in taking the specific courses outlined in this study and enroll in advanced courses after completing the prerequisites for those courses.