Literaturnachweis - Detailanzeige
| Autor/inn/en | Melguizo, Tatiana; Ngo, Federick |
|---|---|
| Titel | Mis/Alignment between High School and Community College Standards |
| Quelle | In: Educational Researcher, 49 (2020) 2, S.130-133 (4 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-189X |
| DOI | 10.3102/0013189X19898697 |
| Schlagwörter | Alignment (Education); College Readiness; High School Graduates; Community Colleges; Academic Standards; Remedial Instruction; Mathematics Education; Educational Policy; Grades (Scholastic); Mathematics Tests; Standardized Tests; Test Results; Grade Point Average |
| Abstract | This study explores the extent to which "college-ready" students, by high school standards, are assigned to remedial courses in college. We used a unique longitudinal data set that links high school and community college transcript data. Focusing on math, we developed a naming device--"inter-sector math misalignment" (ISMM)--to measure mis/alignment between high school and college-level math standards. The results confirm that ISMM was prevalent and substantial with respect to high school grades, moderate to substantial based on different measures of math course-taking, and minor to moderate based on standardized test results. We see each of these cases as problematic--for equity, for efficiency, and for educational opportunity. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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