ERIC Number: ED443862
Record Type: Non-Journal
Publication Date: 2000-May
Reference Count: N/A
Science Course Taking, Out-of-Class Science Accomplishments, and Achievement in the High School Graduating Class of 1998. ACT Research Report Series.
McLure, Gail T.; McLure, John W.
The relationships among students' scores on the American College Test (ACT) Science Reasoning test, their science course work in high school, and their out-of-class accomplishments in science were studied. Data were from nearly one million ACT-tested students in the high school graduating class of 1998. Analyses were done for the total group of students and for subgroups defined by gender, race/ethnicity, and family income. Male and female students reported about the same number of years of high school science taken/planned, but the range of years was greater among racial/ethnic groups. Those reporting the least amount of science were low-income students in each racial/ethnic group. Students taking all of four designated science courses earned an average ACT Science Reasoning score nearly five points higher than those taking only one science course. Among males, the difference associated with taking one course versus four courses was greater than five score points. About one third of students reported participation in one or more of the seven out-of-class science accomplishments. Male students, on average, reported a larger number of the accomplishments than did female students, and larger percentages of males participated in each accomplishment. Students of each gender, racial/ethnic, and family income subgroup who responded "yes" to a particular out-of-class science accomplishment tended to earn higher ACT Science Reasoning scores than did those who responded "no." With few exceptions, ACT Science Reasoning scores increased with the amount of high school science course work and the number of out-of-class accomplishments in science. This relationship emerged even more clearly in the subgroup analyses. (Contains 14 tables, 5 figures, and 3 references.) (Author/SLD)
Descriptors: Academic Achievement, College Entrance Examinations, Course Selection (Students), Extracurricular Activities, High School Students, High Schools, Racial Differences, Sciences, Scores, Sex Differences, Test Results
ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.
Identifiers - Assessments and Surveys: ACT Assessment