ERIC Number: ED403298
Record Type: Non-Journal
Publication Date: 1996-Jun
Reference Count: N/A
Factors Associated with Longitudinal Educational Achievement, as Measured by PLAN and ACT Assessment Scores.
Schiel, Jeff; And Others
This study focused on the relationship between high school students' course-taking patterns and their achievement of higher-order thinking skills. PLAN scores (in grade 10) and ACT Assessment scores (in grades 11 or 12) were collected for 73,818 students in 1,174 high schools. The findings show that, in a typical high school, eleventh- and twelfth-grade students who took upper-level mathematics or science courses had higher ACT Mathematics, Science Reasoning, and Composite scores than those who did not take these courses, regardless of their previous PLAN scores, gender, family income level, and ethnicity. Further, average score differences between males and females, and between Caucasian-Americans and ethnic minorities were reduced when these variables were considered. The effects of taking mathematics and science courses were relatively small for students attending schools in districts where per-pupil expenditures were low and the percentage of ethnic minority students was high. Two appendixes contain tables of correlation coefficients and descriptive statistics for scores and independent variables. (Contains 1 figure, 9 tables, 2 appendix tables, and 10 references.) (Author/SLD)
Descriptors: College Entrance Examinations, Course Selection (Students), Educational Attainment, Ethnicity, High School Students, High Schools, Income, Mathematics Achievement, Minority Groups, Science Education, Sex Differences, Test Results, Thinking Skills, White Students
ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168.
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.
Identifiers - Assessments and Surveys: ACT Assessment