Students Taking More Demanding Courses

Autor/in	Manzo, Kathleen Kennedy
Titel	Students Taking More Demanding Courses
Quelle	In: Education Week, 26 (2007) 25, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	High School Graduates; High Schools; Credits; Grade 12; Core Curriculum; National Competency Tests; Reading Achievement; Mathematics Achievement; Course Selection (Students); Racial Differences + Suchen Sie Ihr Suchwort? High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; School year 12; 12. Schuljahr; Schuljahr 12; Kerncurriculum; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Course selection; Student; Students; Kurswahl; Rassenunterschied
Abstract	The proportion of high school students completing a challenging core curriculum rose significantly between 1990 and 2005--from 31 percent to 51 percent--and students are doing better in their classes than their predecessors did. However, that good news is tempered by other findings in two federal reports. The performance of high school seniors on the National Assessment of Educational Progress has declined in reading over the past decade and is showing no signs of improvement. Student performance is also lackluster in mathematics. Moreover, a third of high school graduates in 2005 did not complete a standard curriculum, which includes four credits of English and three credits each of social studies, math, and science. In this article, the author discusses the 12th grade reading and math results on "the nation's report card," as well as the details of the transcript study. She also emphasizes that big steps are needed in order for high school graduates to get ready for college-level work and careers. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10