Do "College-Preparatory" Courses Live up to Their Labels? Using Statewide Longitudinal Data Systems to Assess the Rigor of Academic Courses

Autor/in	Dougherty, Chrys
Institution	Data Quality Campaign
Titel	Do "College-Preparatory" Courses Live up to Their Labels? Using Statewide Longitudinal Data Systems to Assess the Rigor of Academic Courses
Quelle	(2008), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Preparation; High School Students; Postsecondary Education; Higher Education; State Policy; Core Curriculum; Data Collection; Databases; Data Analysis; Student Records; Enrollment; Student Characteristics; Achievement Tests; Scores; Transcripts (Written Records); College Entrance Examinations; Graduation Rate; Dropout Rate; Audits (Verification); Longitudinal Studies; Credits; Teacher Influence; Teachers; Exit Examinations; Knowledge Level; Instructional Effectiveness; Academic Achievement; Institutional Characteristics; Teacher Characteristics; ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kerncurriculum; Data capture; Datensammlung; Datenbank; Auswertung; Schülerakte; Einschulung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Aufnahmeprüfung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lehrer; Lehrerin; Lehrende; Final examination; Abschlussprüfung; Wissensbasis; Unterrichtserfolg; Schulleistung; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	A growing number of educators and policymakers have begun focusing on the goal of preparing all or nearly all high school students for college and other advanced postsecondary learning opportunities. To meet this goal, states are adopting policies to encourage nearly all students, not just those seeking entry into competitive four-year colleges, to take a full core curriculum of college-preparatory courses in high school. Yet it is much easier to give students credit for a course labeled "Algebra II" than it is to ensure that those students actually learn algebra. So how do educators and policymakers know that students are actually learning the content implied by the course titles? This report identifies 10 essential elements of a statewide longitudinal student data system that make addressing questions about course completion, course credit inflation and college readiness possible. They are: (1) A statewide student identifier; (2) Student-level enrollment and demographic data; (3)The ability to match student-level test records across years; (4) Information on untested students; (5) Matching students with their teachers; (6) Student-level transcript (course completion and course grade) information; (7) College readiness test data (SAT and ACT exam results); (8) Student-level graduation and dropout data; (9)The ability to match student records between the P-12 and higher education systems; and (10) A state data audit system assessing data quality, validity and reliability. (Contains 1 table, 1 figure and 10 footnotes.) [This document was produced with the National Center for Educational Achievement.] (ERIC).
Anmerkungen	Data Quality Campaign. 1250 H Street NW Suite 825, Washington, DC 20005. Tel: 202-393-4372; Fax: 202-393-3930; e-mail: info@dataqualitycampaign.org; Web site: http://www.dataqualitycampaign.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10