Michigan High School Reform’s Effect on Community College Students’ Preparedness for College-Level Courses

curriculum reform;Michigan Merit Curriculum;high school graduation requirements;common course sequence;college entrance exam;mandated curriculum;Education;College of Education, Health and Human Services

Baran, Diana M.Killu, Kim ;

University of Michigan

关键词: curriculum reform;    Michigan Merit Curriculum;    high school graduation requirements;    common course sequence;    college entrance exam;    mandated curriculum;    Education;    College of Education, Health and Human Services;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/134059/Baran%20Final_Dissertation.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This quantitative study examines college readiness of high school graduates before and after the implementation of a high school curriculum mandated in Michigan in 2005 that includes math, science, language arts, and social science courses and is commonly referred to as the Michigan Merit Curriculum (MMC). This study analyzes records of 5,185 students who graduated from Michigan public high schools from 2008 to 2014 and entered a community college less than one year after high school graduation. A binomial logistic regression controlling for gender, race, and the free/reduced lunch (FRL) rate of the high school the student graduated from is used to determine if the students who experienced the MMC are more likely to place into college-level courses. The results suggest that community college students are 1.5 times more likely to be at college level in math, writing, and reading after controlling for gender, race, and FRL rate of the high school from which the student graduated if they graduated from a Michigan public high school after the MMC was implemented.