Success in the College Preparatory Mathematics Pipeline: The Role of Policies and Practices Employed by Three High School Reform Models

Autor/inn/en	Arshavsky, Nina; Edmunds, Julie A.; Miller, Luke C.; Corritore, Matthew
Titel	Success in the College Preparatory Mathematics Pipeline: The Role of Policies and Practices Employed by Three High School Reform Models
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 4, S.531-554 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.846917
Schlagwörter	College Preparation; Mathematics Instruction; Educational Policy; Models; Outcomes of Education; High Schools; Educational Change; Educational Practices; Principals; Relevance (Education); Mathematics Achievement; Surveys; Multivariate Analysis; North Carolina + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Politics of education; Bildungspolitik; Analogiemodell; Lernleistung; Schulerfolg; High school; Oberschule; Bildungsreform; Bildungspraxis; Principal; Schulleiter; Relevance; Relevanz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Survey; Umfrage; Befragung; Multivariate Analyse
Abstract	This paper examines the relationship of the policies and practices employed by 3 high school reform models--Early College High Schools, Redesigned High Schools, and High Schools That Work--with student success in college preparatory mathematics courses by the end of the 10th grade. Data on policies and practices collected through a survey of school principals in North Carolina are combined with administrative data on student course-taking and performance. The examined policies include course-taking requirements, rigorous instruction, academic support, personalization, and relevance. Results show that implementation of these policies varies across models and that higher levels of implementation of combinations of these policies are associated with improved outcomes. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10