College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago

Autor/inn/en	Allensworth, Elaine; Nomi, Takako; Montgomery, Nicholas; Lee, Valerie E.
Titel	College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago
Quelle	In: Educational Evaluation and Policy Analysis, 31 (2009) 4, S.367-391 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373709343471
Schlagwörter	Grade 9; Algebra; College Preparation; English Curriculum; Advanced Placement Programs; Enrollment Rate; Achievement Gains; Policy Analysis; Program Effectiveness; Cohort Analysis; Predictor Variables; Pretests Posttests; Student Records; Measures (Individuals); Illinois + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Achievement gain; Leistungssteigerung; Politikfeldanalyse; Kohortenanalyse; Prädiktor; Schülerakte; Messdaten
Abstract	There is a national movement to universalize the high school curriculum so that all students graduate prepared for college. The present work evaluates a policy in Chicago that ended remedial classes and mandated college preparatory course work for all students. Based on an interrupted time-series cohort design with multiple comparisons, this study found that the policy reduced inequities in ninth grade course work by entering ability, race/ethnicity, and special education status. Although more students completed ninth grade with credits in algebra and English I, failure rates increased, grades slightly declined, test scores did not improve, and students were no more likely to enter college. In sum, few benefits resulted from universalizing college preparatory course work among freshmen, but dropout rates did not increase. Possible explanations are discussed. (Contains 20 notes, 5 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10