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ERIC Number: ED510476
Record Type: Non-Journal
Publication Date: 2007-Jul
Pages: 39
Abstractor: As Provided
Reference Count: 20
Using Hierarchical Modeling to Examine Course Work and ACT Score Relationships across High Schools. ACT Research Report Series, 2007-2
Noble, Julie P.; Schnelker, Diane
ACT, Inc.
This study used hierarchical linear regression to examine the effects of taking specific high school courses on students' ACT performance in English, Mathematics, and Science. In addition, hierarchical logistic regression was used to examine the benefits of taking specific courses on students' likelihood of meeting or exceeding the ACT College Readiness Benchmarks in these three subject areas. All effects were examined in the context of the high schools students attended. Moreover, school characteristics were examined to determine whether course work effects were differentially influenced by the characteristics of the schools students attended. The data for the study consisted of 403,381 students from 10,792 high schools who took PLAN as sophomores and the ACT as juniors or seniors. Patterns of course work taken were developed from the Course Grade Information Section of the ACT. The results supported the use of hierarchical modeling for examining the contribution of course work taken to ACT performance. The relationships between course work taken and ACT performance were influenced by the characteristics of schools, most often the accrediting region of the school. Appended are: (1) Hierarchical Linear Models Including School Characteristics; and (2) Hierarchical Logistic Models Excluding School Characteristics and Hierarchical Logistic Models Including School Characteristics. (Contains 3 tables, 1 figure and 2 footnotes.)
ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site:
Publication Type: Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: ACT, Inc.