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EJ922201 - Accountability Policies and Readiness for College for Diverse Students

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ERIC #:	EJ922201
Title:	Accountability Policies and Readiness for College for Diverse Students
Authors:	Musoba, Glenda Droogsma
Descriptors:	Income; State Standards; Graduation; Exit Examinations; Educational Change; Accountability; Student Diversity; School Readiness; College Preparation; Scores; Racial Differences; Socioeconomic Status; Academic Standards; High Stakes Tests; Required Courses; Mathematics Instruction; Parents; Educational Attainment; Academic Aspiration; Grade Point Average
Source:	Educational Policy, v25 n3 p451-487 May 2011
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2011-05-00
Pages:	37
Pub Types:	Journal Articles; Reports - Descriptive
Abstract:	Following a national trend, state policy has focused on accountability measures such as high-stakes high school exit exams, standards-based reforms, and graduation curriculum requirements. Yet the effect of these accountability policies on students' readiness for college is relatively untested. In a multilevel model (students within states), the study asked, "Are accountability school reform policies positively or negatively associated with readiness for college for students from different ethnic and income groups?" Exit exam policies and degree of implementation of state standards were not significantly related to academic readiness as measured by composite SAT scores. Math graduation numeric curriculum requirements were negatively related to SAT score for Whites. (Contains 6 tables and 9 notes.)
Abstractor:	As Provided
Reference Count:	56

Note:	N/A
Identifiers:	State Policy; SAT (College Admission Test)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0895-9048
Audiences:	N/A
Languages:	English
Education Level:	Higher Education
Direct Link:	http://dx.doi.org/10.1177/0895904810361721

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