Education Reform in the Trenches: Increased Academic Course Taking in High Schools With Lower Achieving Students in States With Higher Graduation Requirements
Education Reform in the Trenches: Increased Academic Course Taking in High Schools With Lower Achieving Students in States With Higher Graduation Requirements
复制标题
教育改革迫在眉睫：在毕业要求较高的州，成绩较低的高中增加了学术课程的学习
DOI：
10.3102/01623737014001002
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发表时间：
1992
影响因子：
3.4
通讯作者：
Paula A. White
中科院分区：
文献类型：
--
作者：
W. Clune;Paula A. White
增加学术课程的学习是 20 世纪 80 年代教育改革的一个主要目标，而提高毕业要求是国家政策中最常见的变化。本研究分析了 20 世纪 80 年代四个采用高毕业要求的州的高中毕业生课程变化的成绩单数据，这些高中招收的学生大多是成绩较差的学生。所发生的改变至少算得上是适度的成功。所有学科的每个学生的平均学分都增加了，这些课程的难度也增加了。科学是 20 世纪 80 年代最大的受益者，其增长主要是在物理科学、地球科学和化学 I 等入门学术课程中。本文报告的数据对政策制定的有用性以及收集此类数据的难度强烈支持了对按难度级别编码并按行政单位（国家、州、地区、学校）分类的系统课程指标的需要。
Increased academic course taking was a major goal of the education reforms of the 1980s, and increased graduation requirements were the most common change in state policies. This study analyzes transcript data on changes in course taking among graduates of high schools enrolling mostly lower achieving students in four states adopting high graduation requirements during the 1980s. The changes that occurred must be counted at least a moderate success. Average credits per student increased in all academic subjects, and the level of difficulty of these courses also increased. Science was the biggest gainer of the 1980s, with growth primarily in beginning academic courses such as physical science, earth science, and chemistry I. The usefulness of the kind of data reported in this article to policy-making and the difficulty of collecting such data strongly support the need for systematic indicators of course taking coded by level of difficulty and disaggregated by administrative unit (nation, state, district, school).