Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework among Students and across Grades

Autor/inn/en	Ogut, Burhan; Yee, Darrick; Circi, Ruhan; Dizdari, Nevin
Titel	Does It Matter How the Rigor of High School Coursework Is Measured? Gaps in Coursework among Students and across Grades
Quelle	In: Educational Measurement: Issues and Practice, 42 (2023) 4, S.42-52 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ogut, Burhan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12577
Schlagwörter	Course Selection (Students); High School Students; Difficulty Level; Age Differences; Student Characteristics; Disadvantaged; Longitudinal Studies; Achievement Gap; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? Course selection; Student; Students; Kurswahl; High school; High schools; Oberschule; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Age; Difference; Age difference; Altersunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Research shows that the intensity of high school course-taking is related to postsecondary outcomes. However, there are various approaches to measuring the intensity of students' course-taking. This study presents new measures of coursework intensity that rely on differing levels of quantity and quality of coursework. We used these new indices to provide a current description of variations in high school course-taking across grades and student subgroups using a nationally representative dataset, the High School Longitudinal Study of 2009. Results showed that for measures emphasizing the quality of coursework the gaps in coursework among underserved students were larger and there was less upward movement in rigor across grades. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01