Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation

Autor/inn/en	Daun-Barnett, Nathan; St. John, Edward P.
Titel	Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation
Quelle	In: Education Policy Analysis Archives, 20 (2012) 5, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	High Schools; Mathematics Education; Graduation Rate; Educational Objectives; Outcomes of Education; College Attendance; Exit Examinations; Public Policy; Secondary School Curriculum; College Bound Students; Educational Policy; Policy Analysis; Academic Standards; Standardized Tests; Graduation Requirements; National Surveys; Scores; Predictor Variables; Statistical Analysis; Regression (Statistics); Barriers; Program Effectiveness; Curriculum Evaluation; United States + Suchen Sie Ihr Suchwort? High school; Oberschule; Mathematische Bildung; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Final examination; Abschlussprüfung; Öffentliche Ordnung; Politics of education; Bildungspolitik; Politikfeldanalyse; Standadised tests; Standardisierter Test; Abschlussordnung; Prädiktor; Statistische Analyse; Regression; Regressionsanalyse; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; USA
Abstract	Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes--test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods--fixed effects and difference in differences (DID)--on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores. (Contains 4 tables and 1 footnote.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10