High School Academic Curriculum and the Persistence Path through College: Persistence and Transfer Behavior of Undergraduates 3 Years after Entering 4-Year Institutions. Statistical Analysis Report.…

By Laura Horn, Lawrence K. Kojaku. 2001

122 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0ed2667f823a34efd6de56536926455ac3e29c78

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Citations in the corpus

Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011, background): “Researchers have also focused on the academic level (i.e., basic, general, and advanced) of courses completed by students, and most concluded that a more rigorous program of high school courses was positively associated with completion of a college degree (Horn & Kojaku, 2001; Trusty, 2002).”
College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago (2009, background): “Other studies have shown that students who complete a rigorous high school curriculum have better college outcomes than do their counterparts who complete less-demanding course work (ACT, 2004; Adelman, 1995; Horn & Kojaku, 2001).”
Studying Attrition and Degree Completion Behavior among First-Generation College Students in the United States (2006, background): “…on student retention affected by high school class rank and high school academic intensity are not new to the educational research community (e.g., Horn & Kojaku, 2001), this study demonstrated that the effects of these variables on retention were not always linear when the time-varying nature of…”
The Unintended Consequences of an Algebra-for-All Policy on High-Skill Students (2012, unknown): “This includes research on Catholic versus public schools (Bryk, Lee, & Holland, 1993), tracking (Oakes, 2005; Gamoran & Mare, 1989; Lucas, 1999; Powell, Farrar, & Cohen, 1985), and college preparation (Adelman, 1995; Horn & Kojaku, 2001).”
Mentoring Students: Conceptualizing and Validating the Multi-Dimensions of a Support System (2007, background): “These have included pre-college and background characteristics (DesJardins, Ahlbrug, & McCall, 2002; Horn & Kojaku, 2001; Ishitani & DesJardins, 2002; Paulsen & St. John, 1997, 2002), the social and academic integration of a student (Astin, 1984; Hurtado & Carter, 1997; Nora, 1987; Pascarella &…”
What Matters to Student Success: A Review of the Literature (2006, background): “…prepared coming out of high school are best positioned to do well in college, regardless of who they are, how much money they have, or where they go (Florida Department of Education 2005; Gladieux and Swail 1998, Horn and Kojaku 2001; Martinez and Klopott 2003; Warburton, Bugarin, and Nunez 2001).”
Executive Summary: The Toolbox Revisited--Paths to Degree Completion from High School through College. (2006, methodology): “After the publication of the original Tool Box, the literature added criteria for highest level of math, core laboratory science, and Advanced Placement course work to the judgment of "rigor," and sought a trichotomous presentation with labels such as "core curriculum or less," "mid-level," and "rig”
Sentido de Pertenencia (2008, background): “…less affluent neighborhoods (Massey, Charles, Lundy, & Fischer, 2003) and offer fewer college preparatory courses than other schools (Oakes, 1995), (b) placed in high-quality curricular tracks (Berkner & Chavez, 1997), and (c) enrolled in 4-year colleges (Arbona & Nora, 2007; Horn & Kojaku, 2001).”