Raising the bar: Curricular intensity and academic performance
Raising the bar: Curricular intensity and academic performance
复制标题
DOI：
10.3102/0162373707313409
复制
发表时间：
2008-03-01
影响因子：
3.4
通讯作者：
Domina, Thurston
中科院分区：
文献类型：
--
作者：
Attewell, Paul;Domina, Thurston
利用国家成绩单数据，作者研究了高中获得高级课程的不平等，并评估了课程强度对考试成绩和大学入学的影响。课程强度的不平等主要是由学生社会经济地位的影响来解释的，这种影响在学校内部而不是在学校之间发生作用。他们发现，参加高强度课程对12年级考试成绩、进入大学和完成大学学业的可能性都有显著的积极影响。然而，课程强度的效应大小通常是适度的，比课程升级政策的倡导者所暗示的要小
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