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The Impact of Course Rigor and Course-taking Patterns on High School Student Academic Growth: A Quantitative Analysis.

机译：课程严格性和学习方式对高中生学业成长的影响：定量分析。

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摘要

Because of national, state, and local accountability to prepare students to be college and career-ready, secondary schools are looking for ways to maximize student academic growth while in high school. The purpose of this study was to investigate the relation between academic growth as measured by the changes in performance from students' 8th grade EXPLORE test to their 11th grade ACT test and the characteristics of the student and his/her high school experience.;In this study, participants from three successive graduating classes from a suburban high school (N = 1008) were analyzed. The variables analyzed were the curriculum factors of course-taking patterns and course rigor. Student demographic factors of family income level, race/ethnicity, and gender were also examined to see if the curriculum factors had a differential effect on these groups. In addition, students' starting points were analyzed for the impact on future academic growth.;Results of this study indicated that course rigor had an impact on academic growth in English and mathematics. Course-taking patterns had an impact in mathematics, as well as English. The student factors examined in this study did not have a differential effect on academic growth in English and mathematics. Findings also suggested that students' starting points in English did not impact academic growth, whereas students' mathematics starting point did have a statistically significant effect.;There are three main implications of this study for education practice. The first is that academic counseling in high school should encourage students to engage in the most rigorous coursework possible. This implies that schools and districts also have structures in place to allow students to move diagonally in academic tracks---allowing for fluid movement for students in need of additional academic challenge. The final implication is that parents should also understand the impact of rigorous coursework and intensifying course-taking patterns on their child's academic growth.
机译：由于国家，州和地方政府有责任为学生做好升入大学和职业生涯的准备，因此中学正在寻求使高中阶段学生的学业增长最大化的方法。这项研究的目的是调查通过学生从8年级EXPLORE考试到11年级ACT考试的成绩变化衡量的学业增长与学生的特征和他/她的高中经历之间的关系。这项研究对来自郊区高中（N = 1008）的三个连续毕业班的参与者进行了分析。分析的变量是课程设置方式和课程严格程度的课程因素。还检查了学生的家庭收入水平，种族/民族和性别的人口因素，以了解课程因素是否对这些群体产生了不同的影响。此外，还分析了学生的起点对未来学业成长的影响。研究结果表明，严格的课程对英语和数学的学业成长有影响。选课方式对数学和英语都有影响。在这项研究中检查的学生因素对英语和数学的学业成长没有不同的影响。研究结果还表明，学生的英语起点不会影响学业成长，而学生的数学起点确实有统计学显着影响。这项研究对教育实践有三个主要含义。首先是高中的学术咨询应鼓励学生从事最严格的课程。这意味着学校和学区还具有适当的结构，以允许学生在学术上沿对角线运动-允许需要额外学术挑战的学生流畅地运动。最后的含义是，父母还应该了解严格的课程工作和强化学习方式对孩子的学业成长的影响。

著录项

  • 作者

    Newkirk, Brad.;

  • 作者单位

    Aurora University.;

  • 授予单位 Aurora University.;
  • 学科 Secondary education.;Educational tests measurements.
  • 学位 Ed.D.
  • 年度 2013
  • 页码 92 p.
  • 总页数 92
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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