Preparing Students for College and Careers: The Causal Role of Algebra II
Abstract In educational research and policy circles, college and career readiness is generating great interest. States are adopting various policy initiatives, such as rigorous curricular requirements, to increase students’ preparedness for life after high school. Implicit in many of these initiativ...
Ausführliche Beschreibung
Autor*in: |
Gaertner, Matthew N. [verfasserIn] |
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Format: |
Artikel |
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Sprache: |
Englisch |
Erschienen: |
2013 |
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Schlagwörter: |
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Anmerkung: |
© Springer Science+Business Media New York 2013 |
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Übergeordnetes Werk: |
Enthalten in: Research in higher education - Springer Netherlands, 1973, 55(2013), 2 vom: 29. Nov., Seite 143-165 |
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Übergeordnetes Werk: |
volume:55 ; year:2013 ; number:2 ; day:29 ; month:11 ; pages:143-165 |
Links: |
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DOI / URN: |
10.1007/s11162-013-9322-7 |
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OLC2038587388 |
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10.1007/s11162-013-9322-7 doi (DE-627)OLC2038587388 (DE-He213)s11162-013-9322-7-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Gaertner, Matthew N. verfasserin aut Preparing Students for College and Careers: The Causal Role of Algebra II 2013 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media New York 2013 Abstract In educational research and policy circles, college and career readiness is generating great interest. States are adopting various policy initiatives, such as rigorous curricular requirements, to increase students’ preparedness for life after high school. Implicit in many of these initiatives is the idea that college readiness and career readiness are essentially the same thing. This assumption has persisted, largely untested. Our paper explores this assumption in greater depth. Using two national datasets and an instrumental variables approach to mitigate selection bias, we evaluated the effects of completing Algebra II in high school on subsequent college and career outcomes (i.e., persistence and graduation as well as wages and career advancement). Results suggest Algebra II matters more for college outcomes than career outcomes and more for students completing Algebra II in the early 1990s than in the mid-2000s. Study limitations are discussed along with directions for future research, such as evaluating the opportunity cost associated with taking Algebra II for students seeking careers upon high school completion. High school mathematics High school course-taking Algebra II College readiness Career readiness Instrumental variable Kim, Jeongeun aut DesJardins, Stephen L. aut McClarty, Katie Larsen aut Enthalten in Research in higher education Springer Netherlands, 1973 55(2013), 2 vom: 29. Nov., Seite 143-165 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:55 year:2013 number:2 day:29 month:11 pages:143-165 https://doi.org/10.1007/s11162-013-9322-7 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4012 GBV_ILN_4193 AR 55 2013 2 29 11 143-165 |
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Abstract In educational research and policy circles, college and career readiness is generating great interest. States are adopting various policy initiatives, such as rigorous curricular requirements, to increase students’ preparedness for life after high school. Implicit in many of these initiatives is the idea that college readiness and career readiness are essentially the same thing. This assumption has persisted, largely untested. Our paper explores this assumption in greater depth. Using two national datasets and an instrumental variables approach to mitigate selection bias, we evaluated the effects of completing Algebra II in high school on subsequent college and career outcomes (i.e., persistence and graduation as well as wages and career advancement). Results suggest Algebra II matters more for college outcomes than career outcomes and more for students completing Algebra II in the early 1990s than in the mid-2000s. Study limitations are discussed along with directions for future research, such as evaluating the opportunity cost associated with taking Algebra II for students seeking careers upon high school completion. © Springer Science+Business Media New York 2013 |
abstractGer |
Abstract In educational research and policy circles, college and career readiness is generating great interest. States are adopting various policy initiatives, such as rigorous curricular requirements, to increase students’ preparedness for life after high school. Implicit in many of these initiatives is the idea that college readiness and career readiness are essentially the same thing. This assumption has persisted, largely untested. Our paper explores this assumption in greater depth. Using two national datasets and an instrumental variables approach to mitigate selection bias, we evaluated the effects of completing Algebra II in high school on subsequent college and career outcomes (i.e., persistence and graduation as well as wages and career advancement). Results suggest Algebra II matters more for college outcomes than career outcomes and more for students completing Algebra II in the early 1990s than in the mid-2000s. Study limitations are discussed along with directions for future research, such as evaluating the opportunity cost associated with taking Algebra II for students seeking careers upon high school completion. © Springer Science+Business Media New York 2013 |
abstract_unstemmed |
Abstract In educational research and policy circles, college and career readiness is generating great interest. States are adopting various policy initiatives, such as rigorous curricular requirements, to increase students’ preparedness for life after high school. Implicit in many of these initiatives is the idea that college readiness and career readiness are essentially the same thing. This assumption has persisted, largely untested. Our paper explores this assumption in greater depth. Using two national datasets and an instrumental variables approach to mitigate selection bias, we evaluated the effects of completing Algebra II in high school on subsequent college and career outcomes (i.e., persistence and graduation as well as wages and career advancement). Results suggest Algebra II matters more for college outcomes than career outcomes and more for students completing Algebra II in the early 1990s than in the mid-2000s. Study limitations are discussed along with directions for future research, such as evaluating the opportunity cost associated with taking Algebra II for students seeking careers upon high school completion. © Springer Science+Business Media New York 2013 |
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Kim, Jeongeun DesJardins, Stephen L. McClarty, Katie Larsen |
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doi_str |
10.1007/s11162-013-9322-7 |
up_date |
2024-07-03T19:27:12.856Z |
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