ERIC Number: ED397128
Record Type: Non-Journal
Publication Date: 1995-Dec
Reference Count: N/A
Factors Influencing Differential Achievement of Higher-Order Thinking Skills, as Measured by PLAN. ACT Research Report Series 95-4.
Noble, Julie; Powell, Douglas A.
The relationships between course work taken, educational needs and plans, high school attended, and PLAN test scores of high school sophomores were examined. The PLAN tests are higher-order thinking skills tests that are used in educational planning and in program and curriculum evaluation. The relationships between ethnicity or gender and test scores, given students' course work taken, educational needs and plans, and high school attended, were then examined. The data consisted of 2 samples, a nationally-representative sample of 7,000 sophomores from 65 high schools, and a sample of 8,441 sophomores from 73 schools that tested all of their sophomores as part of the fall 1992 PLAN operational administration. For both samples, course work taken, students' educational needs and plans, and high school attended were major factors in explaining students' achievement of higher-order thinking skills. Gender and ethnicity explained 2% or less of the variance in PLAN scores over and above these factors. Appendix A describes the clusters of planned course work for the study, and Appendix B presents three tables of statistics. (Contains 1 figure, 11 text tables, 3 appendix tables, and 10 references.) (Author/SLD)
Descriptors: Academic Achievement, Course Selection (Students), Educational Background, Educational Objectives, Educational Planning, Ethnicity, High School Students, High Schools, Scores, Sex Differences, Test Results, Thinking Skills
ACT Research Series, P.O. Box 168, Iowa City, IA 52243.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.