College Readiness: Benefits of a High School Core Curriculum. A Joint Report by the Council of the Great City Schools and ACT

Institution	Council of the Great City Schools, Washington, DC.; ACT, Inc., Iowa City, IA.
Titel	College Readiness: Benefits of a High School Core Curriculum. A Joint Report by the Council of the Great City Schools and ACT
Quelle	(2007), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; Core Curriculum; Academic Achievement; Enrollment Trends; High School Students; School Readiness; College Bound Students; College Preparation; Achievement Gains; Correlation; Academic Persistence; College Entrance Examinations; Remedial Programs; Racial Differences; Socioeconomic Influences; Gender Differences; Family Income; United States + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Kerncurriculum; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Readiness for school; School ability; Schulreife; Achievement gain; Leistungssteigerung; Korrelation; Aufnahmeprüfung; Förderprogramm; Rassenunterschied; Sozioökonomischer Faktor; Geschlechterkonflikt; Familieneinkommen; USA
Abstract	This report focuses on the role of the college-preparatory curriculum in improving the academic achievement and college readiness of students from high schools in the member districts of the Council of the Great City Schools. Specifically, the report addresses the following questions: (1) Is taking a core college-preparatory curriculum and additional courses beyond the core associated with increased academic achievement and college readiness for urban students?; and (2) Is greater readiness for college related to increased college enrollment and increased college persistence among urban students? Section 1 examines improvements in academic achievement and college readiness. Section 2 examines improvements in college enrollment and retention. The final section presents recommendations. (Contains 15 figures. Appended are: (1) Council of the Great City Schools Member Districts (2006); (2) Table 1: Demographic Information for ACT-tested Graduates; (3) Table 2: Average ACT Scores, by Subject Area; (4) Table 3: Average ACT Composite Scores, by Race/Ethnicity, Gender, and Income (5) Table 4: Percentages of Students Taking Specific Course Sequences; and (6) Table 5: Average ACT Test Scores for Students Taking Specific Course Sequences.) (ERIC).
Anmerkungen	Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10