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

dc.creator	Jeremy Zelkowski
dc.date	2010-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:54:04Z
dc.date.available	2015-07-20T22:54:04Z
dc.identifier	1062-9017
dc.identifier	https://doaj.org/article/a45c74f16722420e9f2f45818143ce1f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23821
dc.description	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 4×4 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%.
dc.publisher	University of Georgia
dc.relation	http://math.coe.uga.edu/TME/Issues/v20n1/20.1_Zelkowski_p.8-21.pdf
dc.relation	https://doaj.org/toc/1062-9017
dc.source	Mathematics Educator, Vol 20, Iss 1, Pp 8-21 (2010)
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	DOAJ:Mathematics
dc.subject	DOAJ:Mathematics and Statistics
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Mathematics
dc.subject	QA1-939
dc.subject	Science
dc.subject	Q
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Science
dc.subject	Q
dc.subject	Mathematics
dc.subject	QA1-939
dc.title	Secondary Mathematics: Four Credits, Block Schedules, Continuous Enrollment? What Maximizes College Readiness?
dc.type	article