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ERIC Number: ED431629
Record Type: RIE
Publication Date: 1998-Aug
Pages: 81
Abstractor: N/A
High School Curriculum Structure: Effects on Coursetaking and Achievement in Mathematics for High School Graduates. An Examination of Data from the National Education Longitudinal Study of 1988. Working Paper Series.
Lee, Valerie E.; Burkam, David T.; Chow-Hoy, Todd; Smerdon, Becky A.; Goverdt, Douglas
This study investigates how the structure of the high school curriculum influences how far graduates get in the secondary mathematics course pipeline, and their level of achievement in that subject by the end of high school. The study draws on data from the High School Effectiveness Supplement (HSES) of NELS:88, a broad-based longitudinal study of U.S. adolescents' experiences and accomplishments in public and private secondary schools in and around the 30 largest cities in the U.S., as well as from the students' high school transcripts. Using a two-stage stratified sample of 3,430 high school students in 184 high schools, the study used the Hierarchical Linear Models (HLM) statistical software to estimate school effects on individual students' behaviors and achievement. It was found that completing high-level mathematics courses is strongly associated with students' achievement; however, how schools structure their mathematics curricula influences how far their students get in the math course pipeline. Students who attend schools where more credits are accumulated in low-level mathematics courses make less progress to the more advanced courses. Curriculum structure, the types and numbers of mathematics courses offered and taken, has both a direct and an indirect effect on students' achievement in that subject. Implications of curriculum structure for students' academic progress are discussed. (Contains 50 references.) (Author/ASK)
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Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.