EPAA/AAPE Publishes New Issue Daun-Barnett, N. & St. John E.P. (2012) Constrained Curriculum in High Schools

“Dear Readers,
Education Policy Analysis Archives has just published its latest issue:
Daun-Barnett, N. & St. John E.P. (2012) Constrained Curriculum in High
Schools: The Changing Math Standards and Student Achievement, High School
Graduation and College Continuation. Education Policy Analysis Archives, 20
(5). Retrieved [date], from http:// http://epaa.asu.edu/ojs/article/view/907
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Estimados/as lectores/as
Archivos Analíticos de Políticas Educativas acaba de publicar su último
artículo: Daun-Barnett, N. & St. John E.P. (2012) Currículos restringidos
en las escuelas secundarias cambios en los estándares de matemáticas,
rendimiento académico, graduación de la escuela secundaria y la
continuación de los estudios universitarios de los estudiantes. Archivos
Analíticos de Políticas Educativas, 20 (5) Retrieved [date], from
http://epaa.asu.edu/ojs/article/view/907
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Prezados/as leitores/as
Arquivos Analíticos de Políticas Educativas acaba de publicar o último
artigo: Daun-Barnett, N. & St. John E.P. (2012) Curriculum resumido no
Ensino Médio: as mudanças nos padrões de matemática e os ganhos
acadêmicos, formatura do Ensino Médio e a continuação dos estudos
universitários dos alunos. Arquivos Analíticos de Políticas Educativas,
20 (5). Recuperado [data], from http://epaa.asu.edu/ojs/article/view/907
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Citation: Daun-Barnett, N. & St. John E.P. (2012) Constrained Curriculum in
High Schools: The Changing Math Standards and Student Achievement, High
School Graduation and College Continuation. Education Policy Analysis
Archives, 20 (5). Retrieved [date], from http://
http://epaa.asu.edu/ojs/article/view/907

Abstract: Mathematics education is a critical public policy issue in the
U.S. and the pressures facing students and schools are compounded by
increasing expectations for college attendance after high school. In this
study, we examine whether policy efforts to constrain the high school
curriculum in terms of course requirements and mandatory exit exams affects
three educational outcomes – test scores on SAT math, high school
completion, and college continuation rates. We employ two complementary
analytic methods – fixed effects and difference in differences (DID) –
on panel data for all 50 states from 1990 to 2008. Our findings suggest that
within states both policies may prevent some students from completing high
school, particularly in the near term, but both policies appear to increase
the proportion of students who continue on to college if they do graduate
from high school. The DID analyses provide more support for math course
requirement policies than mandatory exit exams, but the effects are modest.
Both the DID and fixed effects analyses confirm the importance of school
funding in the improvement of high school graduation rates and test scores.
Keywords: high school; education policy; college access.
Education Policy Analysis Archives is a refereed open-access journal
published by the Mary Lou Fulton Teachers College at Arizona State
University

More information about becoming a reviewer or submitting manuscripts is
available at
http://epaa.asu.edu/ojs/

Cordially,
Gustavo E. Fischman
Education Policy Analysis Archives
Archivos Analíticos de Políticas Educativas
education policy analysis archives
http://epaa.asu.edu/ojs"