Raising the Bar: Curricular Intensity and Academic Performance

Autor/inn/en	Attewell, Paul; Domina, Thurston
Titel	Raising the Bar: Curricular Intensity and Academic Performance
Quelle	In: Educational Evaluation and Policy Analysis, 30 (2008) 1, S.51-71 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373707313409
Schlagwörter	Academic Achievement; Effect Size; Probability; Advanced Courses; High Schools; Educational Policy; Socioeconomic Status; Scores; Tests; College Attendance; Graduation; Academic Records; Data Analysis; Statistical Analysis; Equal Education; Access to Education + Suchen Sie Ihr Suchwort? Schulleistung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Fortgeschrittenenunterricht; High school; Oberschule; Politics of education; Bildungspolitik; Socio-economic status; Sozioökonomischer Status; Examination; Prüfung; Examen; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Abschluss; Graduierung; University; Universities; Publication; Universität; Akademieschrift; Publikation; Auswertung; Statistische Analyse; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity are primarily explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular upgrading policies have implied. (Contains 3 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10