ERIC Number: ED330758
Record Type: Non-Journal
Publication Date: 1990-Nov
Reference Count: N/A
Where Excellence and Preparedness Meet: Increased Course Requirements and At-Risk Students.
Catterall, James S.; Moody, David
This study examines the effects of increased mathematics and social studies requirements for high school graduation on at-risk students. Information was analyzed from the following sources for five high schools in California and two high schools in Georgia: (1) teacher surveys; (2) student surveys; (3) interviews with administrators; (4) student transcripts; and (5) examination of course materials. The following findings are reported: (1) some schools responded to additional mathematics requirements by stretching a repetitive basic mathematics program over additional years; (2) some schools responded to additional mathematics and history requirements by eliminating basic sections of classes and integrating those students into the higher level classes; (3) some teachers reported great difficulty in teaching the integrated classes because of the wide spread of student abilities; (4) teacher qualifications tended to be inferior in the basic courses, increasing the likelihood that students who were required to take additional basic mathematics courses would be exposed to inferior teaching; and (5) the new state requirements had little effect on the overall pattern of student course-taking, with the exception of science courses in California. A list of 10 references, 11 graphs, and 93 tables presenting statistical data are appended. (FMW)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Los Angeles. Center for the Study of Evaluation.
Identifiers - Location: California; Georgia