eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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eric.ed.gov har udgivet: The information provided in this report shows how students perform when they repeat algebra I and how the level of improvement varies depending on initial course performance and the academic measure (course grades or CST scores). This information can help inform decisions and policies regarding whether and under what circumstances students should repeat the course. The study examined four research questions: (1) How many students repeat algebra I after taking it for the first time?; (2) How do student characteristics (such as race/ethnicity, gender, grade 7 math performance and initial algebra I performance) relate to the likelihood of repeating algebra I?; (3) How well do students perform when they repeat algebra I compared with the first time they took the course?; and (4) How does that difference… Continue Reading →
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eric.ed.gov har udgivet: Nationally, 15% of first-time community college students were high school students taking college coursework through dual enrollment (DE) in the fall of 2010, and the percentage has risen since then. The growing numbers of DE students at community colleges raises concerns about how high school peers might influence traditionally aged college enrollees. Using administrative data from a large state community college system, we examine whether being exposed to a higher percentage of DE peers influences non-DE enrollees’ performance in college courses. Focusing on entry-level (or gateway) math and English courses and employing a two-way fixed effects model, we find that non-DE college enrollees exposed to a higher proportion of DE peers had lower pass rates and grades in gateway courses, and higher course repetition and lower subject… Continue Reading →
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