The Impact of High School Mathematics and Science Course Graduation Requirements: School Contextual Factors

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-5 - Research on School and Curricular Reform

Abstract

This study examines whether and under which conditions high school mathematics and science course graduation requirements (CGRs) affect student achievement and educational attainment. Drawing on data from the High School Longitudinal Study of 2009 (HSLS:09), fixed effects results show that higher math CGRs have a positive, but modest, impact on student test scores while no impact on college enrollment. Suggestive evidence indicates that higher science CGRs may have a negative, unintended effect on on-time postsecondary attendance. The positive effects of CGRs on student achievement appear to be moderated by institutional contexts in which schools with greater academic and social organizations have the strongest positive impacts.

Author

• Guan Saw, The University of Texas - San Antonio