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ERIC Number: EJ925878
Record Type: Journal
Publication Date: 2011
Pages: 28
Abstractor: As Provided
Reference Count: 37
ISBN: N/A
ISSN: ISSN-0003-1003
Defining the Intensity of High School Mathematics: Distinguishing the Difference between College-Ready and College-Eligible Students
Zelkowski, Jeremy
American Secondary Education, v39 n2 p27-54 Spr 2011
This study was conducted to discover and examine school-level characteristics that can affect change in high school graduates from being college-eligible to college-ready. Using the National Educational Longitudinal Study (NELS:88), the article describes and interprets the results. Findings indicate school personnel (principals, teachers, counselors, and educators) can contribute greatly to preparing college-ready high school graduates. The research suggests that behavior management needs less focus while academic rigor needs more. Teachers need to be supporting and less negative about their students and press for achievement. Course offerings of calculus and number of mathematics credits needed for graduation are much less important than students remaining continuously enrolled in mathematics courses all the way through their senior year. Senior year mathematics homework completed out of school was extremely valuable in producing a college-ready high school graduate. (Contains 3 tables.)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A