ERIC Number: ED343201
Record Type: RIE
Publication Date: 1991-Dec
Reference Count: N/A
Changes in High School Course-Taking, 1982-88: A Study of Transcript Data from Selected Schools and States. CPRE Research Report Series.
Clune, William H.; And Others
A major goal of state education reforms in the 1980s was to increase the number of courses students were required to complete for graduation. This document provides quantitative transcript data from high schools enrolling mostly lower achieving students in the 1980s. At 3 points in time, random samples of approximately 25 transcripts of graduating seniors were collected from 4 states (California, Florida, Missouri, and Pennsylvania). An increase in the number of courses taken by the students did not seem to reflect an increase in academic achievement. At the end of the decade, the graduates of lower achieving, heavily urban schools did not reach the averages in their states or the nation of the percent of students enrolled in college preparatory courses. The effect from increasing state requirements for graduation (an increase in the number of courses required) is mixed and ambiguous. The strongest case for a reform effect was in science. Substantial change in science and in other subjects, however, also occurred prior to reform. This may indicate a genuine reform movement rather than a single powerful policy instrument. Four appendices include: (1) state requirements; (2) characteristics of samples; (3) technical notes on coding; and (4) course classifications. (29 references) (LAP)
Descriptors: Academic Records, Course Selection (Students), Excellence in Education, Graduation Requirements, High School Seniors, High Schools, Low Achievement
Center for Policy Research in Education, Eagleton Institute of Politics, Rutgers, The State University of New Jersey, New Brunswick, NJ 08901-1568 ($12.00 prepaid).
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Consortium for Policy Research in Education, New Brunswick, NJ.
Note: For Appendix E, "High School Transcript Data Tables," on which this report is based, see EA 023 723.