Raising the bar: Curricular intensity and academic performance

被引:120
作者
Attewell, Paul [1 ]
Domina, Thurston [2 ]
机构
[1] CUNY, Grad Ctr, New York, NY 10016 USA
[2] Univ Calif Irvine, Dept Educ, Irvine, CA 92697 USA
关键词
high school; curriculum; inequality; college access;
D O I
10.3102/0162373707313409
中图分类号
G40 [教育学];
学科分类号
040101 [教育学原理]; 120403 [教育经济与管理];
摘要
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
引用
收藏
页码:51 / 71
页数:21
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