Secondary Mathematics: Four Credits, Block Schedules, Continuous Enrollment? What Maximizes College Readiness

Autor/in	Zelkowski, Jeremy
Titel	Secondary Mathematics: Four Credits, Block Schedules, Continuous Enrollment? What Maximizes College Readiness
Quelle	In: Mathematics Educator, 20 (2010) 1, S.8-21 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-9017
Schlagwörter	Stellungnahme; Academic Persistence; Mathematics Achievement; Graduation Requirements; College Bound Students; Thinking Skills; Secondary School Mathematics; Block Scheduling; College Preparation; Credits; Critical Thinking; Mathematics Skills; Graduation Rate; College Graduates; School Schedules; Outcomes of Education; Socioeconomic Status; High School Students; Algebra; Tennessee + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Abschlussordnung; Denkfähigkeit; Block teaching; Blockunterricht; Stundentafel; Kritisches Denken; Mathematics ability; Hochschulabsolvent; Hochschulabsolventin; Schulzeiteinteilung; Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This paper posits the position that if higher education and secondary schools wish to increase students' college readiness, specifically in mathematics and critical thinking skills, continuous enrollment in secondary mathematics is one avenue worth exploring as opposed to increasing mathematics graduation requirements only in terms of Carnegie credits. NAEP-HSTS 2005 and NELS:88 data indicate, respectively, non-continuous enrollment in secondary mathematics results in lower mathematics achievement and decreases the odds of completing a bachelor's degree. Nationally, schools following 4x4 block schedules (90-minute classes that meet daily for only one semester) were found to have mathematics achievement scores two thirds of one grade-level lower than schools following a 50-minute year-long mathematics courses. Typical college-bound students who do not take mathematics all four years of high school likely diminish their odds of bachelor degree completion by about 20%. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10