Socioeconomic Status, Higher-Level Mathematics Courses, Absenteeism, and Student Mobility as Indicators of Work Readiness

The purpose of this study was to analyze the relations among socioeconomic status, highest–level mathematics course, absenteeism, student mobility and measures of work readiness of high school seniors in Georgia. Study participants were 476 high school seniors in one Georgia county. The full regression model explained 27.5% of the variance in participants' applied mathematics scores, 24.6% of the variance in their reading for information scores, and 25.8% of the variance in their locating information scores. Race and highest–level mathematics course were significant in all three models with highest–level mathematics course explaining the largest portion of the variance in participants' scores.