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1986-03-19
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RIGOROUS COURSES
RESEARCH FINDING:
The stronger the emphasis on academic courses, the more advanced
the subject matter, and the more rigorous the textbooks, the more
high school students learn. Subjects that are learned mainly in
school rather than at home, such as science and math, are most
influenced by the number and kind of courses taken.
COMMENT:
Students often handicap their intellectual growth by avoiding
difficult courses. In order to help young people make wise
course choices, schools are increasingly requiring students to
take courses that match their grade level and abilities; schools
are also seeing to it that the materials used in those courses
are intellectually challenging.
The more rigorous the course of study, the more a student
achieves, within the limits of his capacity. Student achievement
also depends on how much the school emphasizes a subject and the
amount of time spent on it: the more time expended, the higher
the achievement. Successful teachers encourage their students'
best efforts.
Chall, J., Conard, S., and Harris, S. (l977). An Analysis of
Textbooks in Relation to Declining SAT Scores. New York: Col-
lege Entrance Examination Board.
Ginsburg, A., Baker, K., and Sweet, D. (l98l). "Summer Learning
and the Effects of Schooling: A Replication of Heyns." Paper
presented at the Annual Meeting of the American Educational
Research Association, Los Angeles, CA. ERIC Document No. ED
204367.
Holsinger, D., (l982). "Time, Content and Expectations as Pre-
dictors of School Achievement in the USA and Other Developed
Countries: A Review of IEA Evidence." Paper presented to the
National Commission on Excellence in Education, New York. ERIC
Document No. ED 227077.
Pallas, A. M., and Alexander, K. L. (Summer l983). "Sex Differ-
ences in Quantitative SAT Performance: New Evidence on the
Differential Coursework Hypothesis." American Educational Re-
search Journal, Vol. 20, No. 2, pp. l65-l82.
Walberg, H. J., and Shanahan, T. (l983). "High School Effects on
Individual Students." Educational Researcher, Vol. l2, No. 7,
pp. 4-9.