NotesFAQContact Us
Collection
Advanced
Search Tips
PDF pending restoration PDF pending restoration
ERIC Number: ED343216
Record Type: RIE
Publication Date: 1991-Jul
Pages: 377
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Changes in Course-Taking, 1982-1988 in High Schools with Middle- and Low-Achieving Students in States Adopting High Graduation Requirements. Appendix E: High School Transcript Data Tables.
Clune, William H.; And Others
This statistical appendix is meant to accompany "Changes in Course-Taking, 1982-88: a Study of Transcript Data from Selected Schools and States." The study was designed to provide quantitative data from transcripts about changes in course-taking among graduates of high schools enrolling mostly lower-achieving students in states adopting high graduation requirements during the 1980s. Random samples of approximately 25 transcripts of graduating seniors were collected from 16 schools, in 9 districts, in 4 states (California, Florida, Missouri, and Pennsylvania) at 3 points in time, allowing change to be observed in two 4-year periods just prior to and after the requirements became effective. To provide data about students more "typical" than high school graduates, random samples of transcripts were collected of approximately 50 students beginning 9th grade at 2 points in time, 1 cohort prior to the effective date of the requirements and 1 cohort whose course-taking would be bound by the requirements, if they graduated. The study analyzes course-taking of low-achieving students from 1982-88 in all subjects; however, it focuses primarily on changes in course-taking in math, science, and vocational courses. The districts and schools are assigned numbers, and the names are not revealed. (Author/MLF)
Wisconsin for Education Research, University of Wisconsin-Madison, 1025 W. Johnson Street, Room 753, Madison, WI 53706 ($36.00).
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: Wisconsin Center for Education Research, Madison.; Center for Policy Research in Education.
Identifiers: N/A
Note: For report based on this statistical data, see EA 023 669. Report and Appendix titles vary slightly.