Trends in ACT Mathematics and Science Reasoning Achievement, Curricular Choice, and Intent for College Major: 1995-2000. ACT Research Report Series.

Autor/inn/en	Harmston, Matt T.; Pliska, Ann-Maureen
Institution	American Coll. Testing Program, Iowa City, IA.
Titel	Trends in ACT Mathematics and Science Reasoning Achievement, Curricular Choice, and Intent for College Major: 1995-2000. ACT Research Report Series.
Quelle	(2001), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; College Entrance Examinations; Curriculum; Educational Trends; High School Students; High Schools; Majors (Students); Mathematics Achievement; Science Achievement; Thinking Skills; Trend Analysis; ACT Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Aufnahmeprüfung; Curricula; Lehrplan; Rahmenplan; Bildungsentwicklung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Denkfähigkeit; Trendanalyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study examined trends in student achievement on the American College Testing Program (ACT) Mathematics and Science Reasoning tests, as well as trends in percentages of students taking a core curriculum and expressing an intent to major in a mathematics- or science-related field. The data on which analyses were conducted consisted of all valid records for U.S. public high school students who graduated in the years 1995 through 2000. Statistics used in the analyses of trends were descriptive in nature and included means, standard deviations, percentages, and effect sizes. Findings indicate little consistent change in student achievement on ACT Mathematics and Science Reasoning tests for U.S. students graduating from high school in years 1995 through 2000. However, there was a slight increase in the percentage of students taking a core curriculum, as well as in the percentage of students intending to major in a mathematics- or science-related field. Students taking a core curriculum outperformed non-core curriculum students on average, as did intended mathematics- or science-related majors relative to intended non-majors. (Contains 5 figures, 7 tables, and 17 references.) (Author/SLD)
Anmerkungen	ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1110; Web site: http://www.act.org/research/reports/index.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC