Literaturnachweis - Detailanzeige
| Autor/in | Gelb, Joel |
|---|---|
| Institution | Johns Hopkins Univ., Baltimore, MD. Center for Social Organization of Schools. |
| Titel | Beyond the Academic, Non-Academic Dichotomy: High School Curriculum Effects and Educational Attainment. Report No. 273. |
| Quelle | (1979), (44 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Academic Achievement; College Preparation; Educational Attainment; Educational Practices; Grouping (Instructional Purposes); High School Students; Racial Differences; Secondary Education; Secondary School Curriculum; Sex Differences; Vocational Education |
| Abstract | Research in status attainment has shown that whether or not a student is enrolled in a high school college preparation curriculum has important consequences for his educational attainment. Vocational education literature suggests that differences between non-college tracks can also result in differential educational attainments for high school students. In addition, a comparison of two educational attainment models (one which includes detailed measures of curriculum and one which employes the traditional college/non-college distinction) indicates: (1) there are substantial differences between non-college tracks, but (2) these differences do not add appreciably to the explanatory power of conventional attainment models. It can be concluded that a detailed knowledge of curriculum placement has some value in explaining race and sex differences in attainment, but that only research specifically concerned with high school effects on attainment need employ the more detailed measure of curriculum enrollment. (Author/EB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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