Passing through Science: The Effects of Raising Graduation Requirements in Science on Course-Taking and Academic Achievement in Chicago. Research Report

Autor/inn/en	Montgomery, Nicholas; Allensworth, Elaine M.
Institution	Consortium on Chicago School Research
Titel	Passing through Science: The Effects of Raising Graduation Requirements in Science on Course-Taking and Academic Achievement in Chicago. Research Report
Quelle	(2010), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9814-6047-5
Schlagwörter	Quantitative Daten; Outcomes of Education; Graduation Requirements; Science Curriculum; Science Education; Municipalities; Educational Policy; Policy Analysis; College Preparation; Science Course Improvement Projects; Graduation Rate; High School Graduates; College Attendance; Science Achievement; State Standards; Achievement Gains; Program Effectiveness; Educational Research; Illinois + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Abschlussordnung; Naturwissenschaftliche Bildung; Magistrat; Politics of education; Bildungspolitik; Politikfeldanalyse; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Achievement gain; Leistungssteigerung; Bildungsforschung; Pädagogische Forschung
Abstract	This report examines the effects of increasing science course-taking requirements in the Chicago Public Schools. CPS has been at the forefront of the national movement to require a college-preparatory curriculum for all high school students. In 1997, CPS mandated that all entering ninth-graders take a college-preparatory curriculum in high school, including three years of science coursework. This policy change occurred several years before many states raised their science requirements and eight years before the State of Illinois instituted a more modest increase (from one to two years). The previous CPS coursework policy required just one science credit; the new policy required students to take a minimum of the following courses: earth science or environmental science, biology or life science, and chemistry or physics. To examine the impact of this curriculum policy change, this report compares outcomes for cohorts of students in Chicago before and after the 1997 policy was enacted. While the new requirements did lead to increased science course completion, the authors found little evidence of additional science learning or improved college outcomes. Three appendices are included: (1) Research Methodology; (2) Supplementary Tables; and (3) Survey Measures on Instruction. (Contains 8 tables, 14 figures and 54 endnotes.) [This report was written with Macarena Correa.] (ERIC).
Anmerkungen	Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://ccsr.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10