ERIC Number: EJ1032987
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 60
Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment
Plunk, Andrew D.; Tate, William F.; Bierut, Laura J.; Grucza, Richard A.
Educational Researcher, v43 n5 p230-241 Jun-Jul 2014
Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.
Descriptors: Educational Attainment, Mathematics Education, Science Education, Graduation Requirements, Regression (Statistics), Dropouts, Dropout Rate, College Attendance, Academic Degrees, Outcomes of Education, Hispanic American Students, Educational Policy, Secondary Education, Higher Education, Policy Analysis, Educational History, Failure, Demography, Correlation, Algebra, Required Courses
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; High Schools; Higher Education; Postsecondary Education
Authoring Institution: N/A