Factors Associated with Longitudinal Educational Achievement, as Measured by PLAN and ACT Assessment Scores.

Autor/inn/en	Schiel, Jeff; und weitere
Institution	American Coll. Testing Program, Iowa City, IA.
Titel	Factors Associated with Longitudinal Educational Achievement, as Measured by PLAN and ACT Assessment Scores.
Quelle	(1996), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Course Selection (Students); Educational Attainment; Ethnicity; High School Students; High Schools; Income; Mathematics Achievement; Minority Groups; Science Education; Sex Differences; Test Results; Thinking Skills; White Students; ACT Assessment + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Course selection; Student; Students; Kurswahl; Bildungsabschluss; Bildungsgut; Ethnizität; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Einkommen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ethnische Minderheit; Naturwissenschaftliche Bildung; Sex difference; Geschlechtsunterschied; Denkfähigkeit; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study focused on the relationship between high school students' course-taking patterns and their achievement of higher-order thinking skills. PLAN scores (in grade 10) and ACT Assessment scores (in grades 11 or 12) were collected for 73,818 students in 1,174 high schools. The findings show that, in a typical high school, eleventh- and twelfth-grade students who took upper-level mathematics or science courses had higher ACT Mathematics, Science Reasoning, and Composite scores than those who did not take these courses, regardless of their previous PLAN scores, gender, family income level, and ethnicity. Further, average score differences between males and females, and between Caucasian-Americans and ethnic minorities were reduced when these variables were considered. The effects of taking mathematics and science courses were relatively small for students attending schools in districts where per-pupil expenditures were low and the percentage of ethnic minority students was high. Two appendixes contain tables of correlation coefficients and descriptive statistics for scores and independent variables. (Contains 1 figure, 9 tables, 2 appendix tables, and 10 references.) (Author/SLD)
Anmerkungen	ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC