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Direct linkCulver, K. C.; Braxton, John; Pascarella, Ernie – Higher Education: The International Journal of Higher Education Research, 2019
While previous research has examined outcomes related to academic rigor, mixed findings have resulted from differing conceptualizations of rigor as well as varying methodological approaches. Defining rigor as those in-class practices and assignments that require students to engage in deep learning and demonstrate cognitive complexity, we use…
Descriptors: Intellectual Development, Lifelong Learning, Critical Thinking, Thinking Skills
Barbera, Salvatore A.; Berkshire, Steven David; Boronat, Consuelo B.; Kennedy, Michael H. – Journal of College Student Retention: Research, Theory & Practice, 2020
A plethora of research spanning several decades has attempted to understand predictors of retention and graduation in undergraduate bachelor's degree programs. The topic is no less important today, as larger and larger swaths of the American population attend college each year. Studies have demonstrated that key demographic variables, indicators…
Descriptors: Undergraduate Students, Academic Persistence, Bachelors Degrees, Readiness
Download full textAllen, Jeff; Ndum, Edwin; Mattern, Krista – ACT, Inc., 2017
We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on…
Descriptors: Educational Quality, Difficulty Level, Academic Standards, College Freshmen
Norman, Ke Wu; Medhanie, Amanuel G.; Harwell, Michael R.; Anderson, Edwin; Post, Thomas R. – PRIMUS, 2011
Recent "math wars" have drawn attention to how well various high school mathematics curricula prepare students for college-level mathematics. The purpose of this study was to investigate the relationship between the high school mathematics curricula and students' post-secondary mathematics placement recommendation, specifically how…
Descriptors: High Schools, College Mathematics, Student Placement, Mathematics Curriculum
Harwell, Michael; Dupuis, Danielle; Post, Thomas R.; Medhanie, Amanuel; LeBeau, Brandon – Educational Research Quarterly, 2014
The relationship between high school mathematics curricula and the likelihood of students who enroll in a developmental (non-credit bearing) course in college taking additional mathematics courses was studied. The results showed that high school mathematics curriculum, years of high school mathematics completed, and ACT mathematics scores were…
Descriptors: High School Students, Secondary School Mathematics, Remedial Mathematics, Developmental Programs
Bleyaert, Barbara – Education Partnerships, Inc., 2010
What is the relationship between ACT scores and success in college? For decades, admissions policies in colleges and universities across the country have required applicants to submit scores from a college entrance exam, most typically the ACT (American College Testing) or SAT (Scholastic Aptitude Test). This requirement suggests that high school…
Descriptors: Aptitude Tests, College Entrance Examinations, Academic Aptitude, Grade Point Average
