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ERIC Number: ED405648
Record Type: RIE
Publication Date: 1997-Mar
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
High School Course Taking in the Core Subject Areas. Indicator of the Month.
National Center for Education Statistics (ED), Washington, DC.
In 1983 "A Nation at Risk" recommended that all students seeking a high-school diploma be required to enroll in the "New Basics," a core curriculum composed of 4 years of English and 3 years each of social studies, science, and mathematics. Although several states have adopted the set of requirements, others have chosen a less restrictive set that requires 4 years of English, 3 years of social studies, and 2 years each of science and mathematics. This brief presents an overview of high school course-taking in the core subject areas for the years 1982, 1987, 1990, and 1994. Analysis of National Center for Education Statistics shows that between 1982 and 1994, the percentage of high school graduates earning the less restrictive number of units in core courses more than doubled, while those earning the "New Basics" units more than tripled. These increases occurred for both sexes and all racial/ethnic groups. Students enrolled in both academic and vocational programs were just as likely as students enrolled solely in an academic program to fulfill the less restrictive requirements. However, students enrolled in an academic program only were more likely to meet the more restrictive "New Basics" requirements than those in both programs. Finally, the percentage fulfilling the "New Basics" requirements increased 39 percentage points between 1982 and 1994 for private school graduates, compared to an increase of 37 percentage points for public school graduates. Although the increase was smaller for private school graduates (32 percentage points) than for public school graduates (44 percentage points), a greater proportion of private school students (80 percent) earned the less restrictive numbers of units in 1994 than public school students (73 percent). Five tables are included. (LMI)
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Note: Extracted from "The Condition of Education, 1996."