Mathematics Coursetaking and Achievement at the End of High School:
NCES 2008-319
January 2008

2.4 Limitations of the Analysis

There are a number of limitations to this analysis that readers should keep in mind when evaluating the findings reported in the next chapter. First, since ELS:2002 provides observational data, where students were not randomly assigned to schools, classrooms, or teachers, establishing a causal link between coursetaking and learning is not possible. Additionally, the analysis requires test scores at two different periods of time (sophomore and senior years), thereby excluding students who had dropped out, transferred schools, or started homeschooling. The resulting analytic sample includes a higher proportion of students who are White, a higher proportion of students who expect to receive a bachelor's degree or higher, and a higher proportion of students living with both their father and their mother than the full ELS:2002 sophomore panel. Thus, the findings may not generalize to all students, particularly those who are non-White, those who have educational expectations that do not include college completion, and those who are not living with their mother and father.