Dataset Information

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.

ABSTRACT: Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (n = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of high school, but results for the college-level outcomes varied by group. Some were less likely to enroll, whereas others who began college were more likely to obtain a degree. Increased high school dropout was consistent across the population, but some potential benefit was also observed, primarily for those reporting Hispanic ethnicity.

SUBMITTER: Plunk AD

PROVIDER: S-EPMC4275121 | biostudies-literature | 2014 Jun

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.

Plunk Andrew D AD Tate William F WF Bierut Laura J LJ Grucza Richard A RA

Educational researcher (Washington, D.C. : 1972) 20140601 5

Mathematics and science course graduation requirement (CGR) increases in the 1980s and 1990s might have had both intended and unintended consequences. Using logistic regression with Census and American Community Survey (ACS) data (<i>n</i> = 2,892,444), we modeled CGR exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree. Possible between-groups differences were also assessed. We found that higher CGRs were associated with higher odds to drop out of hig ...[more]

PMID: 25541563

Similar Datasets

Project description:BACKGROUND: Recruiting medical students from a rural background, together with offering them opportunities for prolonged immersion in rural clinical training environments, both lead to increased participation in the rural workforce after graduation. We have now assessed the extent to which medical students' intentions to practice rurally may also be predicted by either medical school selection criteria and/or student socio-demographic profiles. METHODS: The study cohort included 538 secondary school-leaver entrants to The University of Western Australia Medical School from 2006 to 2011. On entry they completed a questionnaire indicating intention for either urban or rural practice following graduation. Selection factors (standardised interview score, percentile score from the Undergraduate Medicine and Health Sciences Admission Test (UMAT) and prior academic performance (Australian Tertiary Admissions Rank), together with socio-demographic factors (age, gender, decile for the Index of Relative Socioeconomic Advantage and Disadvantage (IRSAD) and an index of rurality) were examined in relation to intended rural or urban destination of practice. RESULTS: In multivariate logistic regression, students from a rural background had a nearly 8-fold increase in the odds of intention to practice rurally after graduation compared to those from urban backgrounds (OR 7.84, 95% CI 4.10, 14.99, P?<?0.001). Those intending to be generalists rather than specialists had a more than 4-fold increase in the odds of intention to practice rurally (OR 4.36, 95% CI 1.69, 11.22, P?<?0.001). After controlling for these 2 factors, those with rural intent had significantly lower academic entry scores (P?=?0.002) and marginally lower interview scores (P?=?0.045). UMAT percentile scores were no different. Those intending to work in a rural location were also more likely to be female (OR 1.93, 95% CI 1.08, 3.48, P?=?0.027), to come from the lower eight IRSAD deciles (OR 2.52, 95% CI 1.47, 4.32, P?=?0.001) and to come from Government vs independent schools (OR 2.02, 95% CI 1.15, 3.55, P?=?0.015). CONCLUSIONS: Very high academic scores generally required for medical school entry may have the unintended consequence of selecting fewer graduates interested in a rural practice destination. Increased efforts to recruit students from lower socioeconomic backgrounds may be beneficial in terms of an ultimate intended rural practice destination.

Project description:A deep understanding of the relationship between the knowledge acquired and the graduation requirements is essential for students to precisely meet the graduation requirements and to become human resources with specific knowledge, skills and professionalism. In this paper, we define the ontology layer of the knowledge graph by deeply analyzing the relationship between graduation requirement, course and knowledge. Based on the implementation of the concept of Outcome Based Education, we use Knowledge extraction, fusion, reasoning techniques to construct a hierarchical knowledge graph with the main line of "knowledge-course-graduation requirements. In the process of knowledge extraction, in order to alleviate the huge labor overhead brought by traditional extraction methods, this paper adopts a transfer learning method to extract triadic knowledge using the multi-task framework EERJE, Finally, knowledge reasoning was also performed with the help of LLM to further expand the knowledge scope. The comprehensiveness, correctness and relatedness of the data were evaluated through the experiment, and the F1 value of the ternary group extraction was 87.76%, the accuracy rate of entity classification was 85.42%, the data coverage was more comprehensive, and the results showed that the data quality was better, and the knowledge graph constructed in this way can fully optimize the organization and management of teaching resources, help students intuitively and comprehensively grasp the correlation and difference between graduation requirements and various knowledge points, and let the Students can carry out personalized independent learning through the navigation mode of knowledge graph, strengthen their weak links, and complete the relevant graduation requirements, which effectively improves the degree of students' graduation requirements achievement. This new paradigm of knowledge graph enabled teaching is of reference significance for engineering education majors to improve the degree of graduation requirements achievement.

Dataset Information

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.

Publications

Intended and Unintended Effects of State-Mandated High School Science and Mathematics Course Graduation Requirements on Educational Attainment.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets