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Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004. Statistical Analysis Report

机译:1982年,1992年和2004年春季高中高级班的高等数学和科学四年级。统计分析报告

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摘要

In order to take advantage of rewarding opportunities in college or the world of work, high school graduates increasingly require strong quantitative and analytical skills. As mathematical and scientific knowledge and abilities grow in value, the amount and quality of instruction American high school students receive in mathematics and science become the focus of attention. While increased academic requirements for high school graduation have long been advocated (National Commission on Excellence in Education 1983; Achieve, Inc. 2005; National Governors Association 2005), current research shows a mixed record in mathematics and science achievement among American middle and high school students relative to some of their international peers (Gonzales et al. 2004; Lemke et al. 2004; Organization for Economic Cooperation and Development 2004). In response to these concerns and other calls for reform, states have increased the number of courses required for a high school diploma (Council of Chief State School Officers 2005). Research using high school transcripts collected by the National Center for Education Statistics (NCES) indicates that states have been successful in encouraging students to take more courses in science and mathematics before graduation (Legum et al. 1998; Perkins et al. 2004; Shettle et al. 2007). However, important questions remain about trends in mathematics and science coursetaking.

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