This study examined the relationship between academic preparation and post-secondary educational outcomes. To uncover the factors that influence secondary-level school course-taking patterns and outcomes, multi-level modelling was conducted using data from a nationally representative sample of US secondary-level school students from the Education Longitudinal Study of 2002. Results indicated (1) significant effects from student, family and school predictors on course-taking patterns and (2) significant effects from course-taking patterns on enrollment in post-secondary institution types with math course-taking pattern having the largest impact. Implications for educators and administrators are discussed.View full textDownload full textKeywordscurriculum, academic achievement, school environment, secondary-level students, academic specialisationRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; var addthis_config = {"data_track_addressbar":true,"ui_click":true}; Add to shortlist Link Permalink http://dx.doi.org/10.1080/01443410.2012.746640
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机译：这项研究检查了学业准备和专上教育成果之间的关系。为了发现影响中学阶段课程学习模式和结果的因素，使用了来自2002年教育纵向研究的美国中学阶段学生的全国代表性样本数据，进行了多级建模。结果表明（1）学生，家庭和学校预测因素对课程选择模式的显着影响；（2）课程选择模式对高等院校类型入学的重大影响，其中数学课程选择模式影响最大。讨论了对教育工作者和管理人员的影响。 ，delicious，linkedin，facebook，stumbleupon，digg，google，more“，发布编号：” ra-4dff56cd6bb1830b“}; var addthis_config = {“ data_track_addressbar”：true，“ ui_click”：true};添加到候选列表链接永久链接http://dx.doi.org/10.1080/01443410.2012.746640
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