Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades.
Saved in:
| Title: | Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework Among Students and Across Grades. |
|---|---|
| Authors: | Ogut, Burhan1 (AUTHOR) bogut@air.org, Yee, Darrick1 (AUTHOR) dyee@air.org, Circi, Ruhan1 (AUTHOR) rcirci@air.org, Dizdari, Nevin2 (AUTHOR) nevinxdizdari@gmail.com |
| Source: | Educational Measurement: Issues & Practice. Dec2023, Vol. 42 Issue 4, p42-52. 11p. |
| Subject Terms: | *High schools, *Grading of students, *Longitudinal method, *Student activism |
| Abstract: | Research shows that the intensity of high school course‐taking is related to postsecondary outcomes. However, there are various approaches to measuring the intensity of students' course‐taking. This study presents new measures of coursework intensity that rely on differing levels of quantity and quality of coursework. We used these new indices to provide a current description of variations in high school course‐taking across grades and student subgroups using a nationally representative dataset, the High School Longitudinal Study of 2009. Results showed that for measures emphasizing the quality of coursework the gaps in coursework among underserved students were larger and there was less upward movement in rigor across grades. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational Measurement: Issues & Practice is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Research shows that the intensity of high school course‐taking is related to postsecondary outcomes. However, there are various approaches to measuring the intensity of students' course‐taking. This study presents new measures of coursework intensity that rely on differing levels of quantity and quality of coursework. We used these new indices to provide a current description of variations in high school course‐taking across grades and student subgroups using a nationally representative dataset, the High School Longitudinal Study of 2009. Results showed that for measures emphasizing the quality of coursework the gaps in coursework among underserved students were larger and there was less upward movement in rigor across grades. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 07311745 |
| DOI: | 10.1111/emip.12577 |
