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ERIC Number: EJ894642
Record Type: Journal
Publication Date: 2010-Jan
Pages: 4
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-1529-8957
Accelerated Support and Advanced Learning
Raphael, Jacqueline; Kassissieh, Julia
Principal Leadership, v10 n5 p36-39 Jan 2010
Secondary schools have been focused on adding rigor to course work for all students in response to research indicating that high school graduates are not well-prepared for college or the workforce. Research shows a correlation between a demanding high school curriculum, particularly in mathematics and science, and postsecondary success. Success has not been achieved evenly across the board, however. Disparities have decreased slowly, partly because not all high schools offer college-preparatory programs and also because of fears that increased access to AP and other advanced course work will cause a drop in the rigor and value of the courses. Finding the right balance between rigor and equity in mathematics and science is especially difficult--more so than in the humanities--because students cannot proceed to higher-level courses without mastering the prerequisite content first. High school mathematics and science departments that are seeking to improve all students' success in rigorous course work must attend to the academic preparation of students at all levels and in all grades. This article features two schools--Forest Grove (OR) High School and Hillsdale High School in San Mateo, California--which provide examples of how to accomplish that goal.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Oregon