Educated beyond Our Intelligence

1986 ◽  
Vol 168 (1) ◽  
pp. 47-59 ◽  
Author(s):  
W. Timothy Weaver
Keyword(s):  
High School ◽  
Educational Reform ◽  
Test Scores ◽  
College Attendance ◽  
Colleges And Universities ◽  
Academic Standards ◽  
Social Benefits ◽  
Reform Movements ◽  
School Records

This article discusses the effects of a hypothetical policy restricting entry to American colleges and universities on the basis of academic standards. Admission would he restricted to those applicants whose test scores and high school records placed them in the upper one half of their high school classes. Those failing to meet the standard presumably would be forced to go to work. The merits of the policy are examined in the context of conservative and liberal educational reform movements. Perceived economic and social benefits of college attendance are discussed.

scholarly journals Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation

2012 ◽  
Vol 20 ◽  
pp. 5 ◽  
Author(s):  
Nathan Daun-Barnett ◽  
Edward P. St. John
Keyword(s):  
High School ◽  
Test Scores ◽  
Fixed Effects ◽  
Policy Issue ◽  
High School Graduation ◽  
School Curriculum ◽  
College Attendance ◽  
Exit Exams ◽  
Public Policy Issue ◽  
School Graduation

Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school.  In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates.  We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 1990 to 2008. Our findings suggest that within states both policies may prevent some students from completing high school, particularly in the near term, but both policies appear to increase the proportion of students who continue on to college if they do graduate from high school. The DID analyses provide more support for math course requirement policies than mandatory exit exams, but the effects are modest. Both the DID and fixed effects analyses confirm the importance of school funding in the improvement of high school graduation rates and test scores.

scholarly journals Missed Exams and Lost Opportunities: Who Could Gain From Expanded College Admission Testing?

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841985503 ◽  
Author(s):  
Emily E. Cook ◽  
Sarah Turner
Keyword(s):  
High School ◽  
Low Income ◽  
Test Scores ◽  
High School Graduates ◽  
College Admission ◽  
College Attendance ◽  
Low Income Students ◽  
Admission Tests ◽  
Universal Testing ◽  
Admission Test

When students with the capacity to succeed in a 4-year college do not take a college admission test, this represents a potential loss of opportunity for students and colleges alike. However, the costs of testing—both pecuniary and nonpecuniary—may exceed the benefits for students who lack the interest in or qualifications for college attendance. In states like Virginia, access to admission tests varies markedly with district and family circumstances. We estimate that universal testing in Virginia could increase the number of high school graduates with test scores competitive for admission at broad-access universities in the state by as much as 40%—and at the most selective institutions by nearly 20%—with larger increases for low-income students. Alternative policies that encourage testing among students with strong demonstrated academic performance could realize nearly these increases without generating testing costs for students who are unlikely to attend a 4-year college.

Mnemonic Instruction of LD Students: A Field-Based Evaluation

1989 ◽  
Vol 12 (2) ◽  
pp. 119-125 ◽  
Author(s):  
Thomas E. Scruggs ◽  
Margo A. Mastropieri
Keyword(s):  
High School ◽  
Junior High School ◽  
Test Scores ◽  
Learning Disabled ◽  
Teacher Ratings ◽  
Future Research ◽  
School Age ◽  
Research And Practice ◽  
Mnemonic Instruction ◽  
Sizeable Number

A sizeable number of research studies have demonstrated the potential of mnemonic instruction with learning disabled (LD) students. However, reports of actual classroom applications of this type of instruction are lacking. In the present investigation, three classrooms of LD junior-high-school-age students were taught U.S. history content over an 8-week period, in which mnemonic and nonmnemonic materials were alternated. Evaluation of chapter test scores indicated that students learned significantly (and substantially) more information when instructed mnemonically, and that they were assigned higher grades for chapters which had been instructed mnemonically. Furthermore, teacher ratings indicated that mnemonic materials were significantly more appropriate for the needs of LD students than traditional textbook-based materials. Implications for future research and practice are addressed.

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