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ERIC Number: EJ786477
Record Type: Journal
Publication Date: 2008
Pages: 21
Abstractor: Author
Reference Count: 39
ISSN: ISSN-0162-3737
Raising the Bar: Curricular Intensity and Academic Performance
Attewell, Paul; Domina, Thurston
Educational Evaluation and Policy Analysis, v30 n1 p51-71 2008
Using national transcript data, the authors examine inequality in access to an advanced curriculum in high school and assess the consequences of curricular intensity on test scores and college entry. Inequalities in curricular intensity are primarily explained by student socioeconomic status effects that operate within schools rather than between schools. They find significant positive effects of taking a more intense curriculum on 12th-grade test scores and in probabilities of entry to and completion of college. However, the effect sizes of curricular intensity are generally modest, smaller than advocates of curricular upgrading policies have implied. (Contains 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED506465