ERIC Number: ED457718
Record Type: RIE
Publication Date: 2001
High School Curriculum.
Progress of Education Reform 1999-2001, v3 n1 Aug-Sep 2001
This paper provides a brief review of major research findings on how the kind and level of courses students take in high school affect their performance on tests, their readiness for college-level work, and their persistence in earning a degree. It also features a look at what constitutes a "rigorous" high school curriculum. Highlights from four recent studies show the importance of a rigorous high school curriculum for student academic success. Opinions vary about what constitutes a strong academic curriculum, but the National Center for Education Statistics has suggested that a rigorous curriculum should consisted of 4 years of English, 3 years of a foreign language, 3 years of social studies, 4 years of mathematics, 3 years of science, and at least 1 advanced placement course. Only about half of U.S. students graduate having completed even a "mid-level" curriculum as defined by the National Commission on Excellence in Education's recommendations. There are increasing calls today for eliminating differentiated curricular tracks and sorting practices and for giving all students the opportunity to take college-preparatory courses. Research has demonstrated that college-preparatory courses make a large difference in later academic success. (SLD)
Descriptors: Academic Achievement, College Preparation, Core Curriculum, Course Selection (Students), High School Students, High Schools, Higher Education
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Publication Type: Collected Works - Serials
Education Level: N/A
Sponsor: General Electric Foundation, Ossining, NY.
Authoring Institution: Education Commission of the States, Denver, CO.
Grant or Contract Numbers: N/A
Note: Published bimonthly. Theme issue.