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ERIC Number: ED311568
Record Type: Non-Journal
Publication Date: 1989-Sep
Pages: 74
Abstractor: N/A
Reference Count: N/A
Course-Taking Patterns in the 1980s.
Goertz, Margaret E.
In response to criticism aimed at the quality and effectiveness of American schools, especially in the areas of mathematics and science where American students were found to take considerably fewer courses than their foreign counterparts, most states raised course work requirements for high school graduation. To examine the effects of the state policy changes and the relationship between course-taking and student characteristics, data collected on eleventh grade students by the 1983-84 National Assessment of Education Progress (NAEP) were analyzed. Results indicate that course-taking varies by racial/ethnic group and by level of parental education. White and nonlanguage minority Asian students whose parents had some postsecondary education are more likely to take college-preparatory mathematics and advanced science courses than are students of other racial/ethnic groups or students from families with less formal education. Data from the 1985-86 NAEP and from questionnaires completed by students who took the College Board Scholastic Aptitude Test show that, between 1982 and 1984, significant increases occurred in the percentage of students taking all levels of college preparatory mathematics and science courses; few changes were noted in mathematics and science course-taking, with the exception of biology, between 1984 and 1986. (30 references) (KM)
Publications, Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901 ($7.00 postpaid; quantity discounts).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Policy Research in Education.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress