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ERIC Number: ED417258
Record Type: Non-Journal
Publication Date: 1998-Jan
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Charting the Right Course: A Report on Urban Student Achievement and Course-Taking.
American Coll. Testing Program, Iowa City, IA.; Council of the Great City Schools, Washington, DC.
This report seeks to answer the question whether improving the course-taking choices of urban school students can close the achievement gap between urban students and students nationally. It examines ACT Assessment scores for June 1997 high school graduates from school districts that are members of the Council of the Great City Schools. The specific focus is the impact of student course preparation, course-taking sequence, school district wealth, student ethnicity, and gender on ACT Assessment Program results of students in America's major urban public school systems. Findings show that urban students who take the core courses recommended by the ACT tend to earn higher scores on the ACT Assessment for college admissions than those who do not take college preparatory courses. The achievement gap between urban students and others can be significantly reduced, but is not eliminated when urban students take the core courses in all subjects. The gap narrows when the ACT scores of students taking rigorous courses are compared with the national average, but the gap widens again when rigorous course takers from urban areas are compared to rigorous course takers nationally. Ten percent of Council member districts (five districts) attained average ACT Assessment composite scores at or above the ACT national average. Students attending wealthier urban districts with relatively small Title I populations attain significantly higher ACT Assessment composite scores than students in districts with larger Title I populations. An appendix lists the member districts of the Council of the Great City Schools and the numbers of ACT Assessment takers in each. (Contains 10 figures and 4 tables.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.; Council of the Great City Schools, Washington, DC.
Identifiers - Assessments and Surveys: ACT Assessment