Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.
Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.
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DOI：
10.3102/0013189x14540207
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发表时间：
2014-06
期刊：
影响因子：
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通讯作者：
Grucza RA
中科院分区：
文献类型：
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作者：
Plunk AD;Tate WF;Bierut LJ;Grucza RA
20世纪80年代和90年代数学和科学课程毕业要求(CGR)的提高可能既有有意的后果，也有意想不到的后果。使用Logistic回归和人口普查和美国社区调查(ACS)数据(n=2,892,444)，我们模拟了CGR暴露在(A)高中辍学，(B)开始大学，和(C)获得任何大学学位。还评估了组间可能存在的差异。我们发现，较高的CGR与较高的高中辍学几率相关，但大学水平的结果因群体而异。一些人不太可能入学，而另一些开始上大学的人更有可能获得学位。高中辍学率的增加在整个人口中是一致的，但也观察到了一些潜在的好处，主要是那些报告拉美裔族裔的人。
Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.