Predictors of Placement in Lower Level versus Higher Level High School Mathematics

Autor/inn/en	Archbald, Doug; Farley-Ripple, Elizabeth N.
Titel	Predictors of Placement in Lower Level versus Higher Level High School Mathematics
Quelle	In: High School Journal, 96 (2012) 1, S.33-51 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
DOI	10.1353/hsj.2012.0014
Schlagwörter	Academic Achievement; High Schools; Predictor Variables; Prediction; Individual Characteristics; Student Placement; Sequential Learning; Knowledge Level; Articulation (Education); Portfolio Assessment; Low Income Groups; Achievement Rating; Probability; Enrollment Influences; Enrollment Rate; High Achievement; Low Achievement + Suchen Sie Ihr Suchwort? Schulleistung; High school; Oberschule; Prädiktor; Vorhersage; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schülerpraktikum; Didaktische Sequenzierung; Lernsequenz; Wissensbasis; Articulation; Artikulation (Ling); Artikulation; Aussprache; Portfoliobeurteilung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Unterdurchschnittliche Leistung
Abstract	Educators and researchers have long been interested in determinants of access to honors level and college prep courses in high school. Factors influencing access to upper level mathematics courses are particularly important because of the hierarchical and sequential nature of this subject and because students who finish high school with only lower level courses lack readiness for college and have severely diminished chances for admission to college. Our research analyzes a district-level transcript data set. We examine whether probabilities of enrollment in upper level mathematics courses in high school vary by demographic characteristics, before and after controlling for prior achievement. Before controlling for prior achievement, minority and low-income students have significantly lower odds of placement in upper level mathematics courses; after controlling for prior achievement, the disparities disappear. (Contains 2 tables, 1 figure and 7 footnotes.) (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10