Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework among Students and across Grades
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| Title: | Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework among Students and across Grades |
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| Language: | English |
| Authors: | Burhan Ogut (ORCID |
| Source: | Grantee Submission. 2023. |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A190073 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Course Selection (Students), High School Students, Difficulty Level, Age Differences, Student Characteristics, Disadvantaged, Longitudinal Studies, Achievement Gap |
| Assessment and Survey Identifiers: | High School Longitudinal Study of 2009 (NCES) |
| DOI: | 10.1111/emip.12577 |
| 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. [This paper was published in "Educational Measurement: Issues and Practice" v42 n4 p42-52 2023.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED653803 |
| Database: | ERIC |
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| 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. [This paper was published in "Educational Measurement: Issues and Practice" v42 n4 p42-52 2023.] |
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| DOI: | 10.1111/emip.12577 |
