College-Preparatory Curriculum for All: The Consequences of Raising Mathematics Graduation Requirements on Students' Course Taking and Outcomes in Chicago

Autor/inn/en	Allensworth, Elaine M.; Nomi, Takako
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	College-Preparatory Curriculum for All: The Consequences of Raising Mathematics Graduation Requirements on Students' Course Taking and Outcomes in Chicago
Quelle	(2009), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Graduation Requirements; Grade 9; Algebra; College Preparation; Educational Policy; Cohort Analysis; Advanced Placement Programs; Educational Assessment; Educational Indicators; Student Records; Curriculum Development; Outcomes of Education; Enrollment Rate; Mathematics Curriculum; Illinois + Suchen Sie Ihr Suchwort? Abschlussordnung; School year 09; 9. Schuljahr; Schuljahr 09; Politics of education; Bildungspolitik; Kohortenanalyse; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Schülerakte; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernleistung; Schulerfolg
Abstract	This study evaluates a curriculum policy that required college preparatory coursework for all students, using data from Chicago Public Schools (CPS). Beginning in 1997, CPS ended remedial coursework and required all students to complete a college-preparatory course sequence for graduation. In this study, the authors constrain their analysis to the effects of requiring students to begin high school taking Algebra, rather than remedial math. The authors examine changes in the extent to which students received credit in algebra in ninth grade, their ninth grade math grade, math test scores, and credits in higher-level math in later years. The study population consists of 11 cohorts of first-time 9th-grade students who enrolled in CPS high schools between 1994 and 2004. Changing requirements led to more students taking and receiving credit in rigorous-sounding courses, but grades suffered slightly and later course-work were unaffected. Thus, most of the benefits of the "College Prep for All" policy suggested by the extant research were unrealized in Chicago contexts. The authors offer several explanations for these disappointing results. First, prior research was limited in its applicability to a universal mandate and affected by selection bias. Second, the policy focused only on curricular content, but instructional quality and classroom climate may matter at least as much as content. Finally, content may matter little if students are not engaged in their coursework. Statistical Models are appended. (Contains 5 tables and 2 figures.) (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10