Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. Stated Briefly. REL 2015-060

Autor/inn/en	Cramer, Eric; Mokher, Christine
Institution	Regional Educational Laboratory Appalachia (ED); National Center for Education Evaluation and Regional Assistance (ED); CNA Corporation
Titel	Participation and Pass Rates for College Preparatory Transition Courses in Kentucky. Stated Briefly. REL 2015-060
Quelle	(2015), (11 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Preparation; College Entrance Examinations; High School Students; Remedial Instruction; Mathematics Instruction; Reading Instruction; Benchmarking; Scores; Urban Schools; Rural Schools; Course Descriptions; Outcomes of Education; Transitional Programs; Student Participation; State Departments of Education; State Legislation; Educational Legislation; Educational Objectives; Kentucky; ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Förderkurs; Mathematics lessons; Mathematikunterricht; Leseunterricht; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Kursstrukturplan; Lernleistung; Schulerfolg; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kultusministerium; Landesrecht; Bildungsrecht; Schulgesetz; Educational objective; Bildungsziel; Erziehungsziel; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study examines Kentucky high school students' participation and pass rates in college preparatory transition courses, voluntary remedial courses in math and reading offered to grade 12 students. These courses are targeted to students scoring just below the state's college readiness benchmarks on the ACT in grade 11. The study found that: participation was nearly four times higher in math transition courses than in reading transition courses; more than half of students who participated in a math transition course were from the targeted group, compared with about a third of students who participated in a reading transition course; overall pass rates were 93 percent in math and 97 percent in reading; and participation was at least three times higher in nonurban schools than in urban schools. This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name (ED544765). (As Provided).
Anmerkungen	Regional Educational Laboratory Appalachia. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11