Algebra I Coursetaking and Postsecondary Enrollment. Data Point. NCES 2019-154

Autor/in	LaFave, Allison
Institution	National Center for Education Statistics (ED)
Titel	Algebra I Coursetaking and Postsecondary Enrollment. Data Point. NCES 2019-154
Quelle	(2019), (2 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Algebra; Course Selection (Students); Postsecondary Education; Enrollment; Longitudinal Studies; High School Students; Grade 9; Racial Differences; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; Post-secondary education; Tertiäre Bildung; Einschulung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Rassenunterschied
Abstract	This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009, to examine the association between the timing of Algebra I coursetaking and enrollment in postsecondary education. HSLS:09 cohort members were asked when they last took Algebra I and whether they had enrolled in a postsecondary institution by February 2016 in the spring of 2016, when most of them were 3 years beyond high school. Readers are cautioned not to draw causal inferences based on the results presented, because the factors that lead to early Algebra I coursetaking could also affect postsecondary enrollment. (As Provided).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01