Rigorous high school curriculum: Positive influence on ACT Assessment scores.

摘要

This quantitative causal-comparative research study examined the relationship between students who did not take part in the Michigan Merit Curriculum (MMC) and the students who did take part in the MMC. The research used archival data for the study from a small parochial high school. There was one non-manipulated independent variable which consisted of two groups: the control group and the experimental or treatment group. The study also had three dependent variables: ACT Assessment scores in Mathematics, Science, and Reading. The result from the ACT Assessment was used once. Further research should be conducted to determine if the results of this study can be replicated at other parochial high schools, public high schools, and public academies.