Raising the Bar: Curricular Intensity and Academic Performance

By Paul Attewell, T. Domina. 2008

245 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/21c3109151269457fa2455606a8cc8664f02157e

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Citations in the corpus

International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, unknown): “…socioeconomic status (SES) and/or racial/ethnic group membership play a role in student placement in many countries (Argys, Rees, & Brewer, 1996; Attewell & Domina, 2008; Dauber, Alexander, & Entwisle, 1996; Hout & Garnier, 1979; Jones, Vanfossen, & Ensminger, 1995; Lucas, 2001; Lucas &…”
Different Teachers, Different Peers (2013, background): “…achievement is the main factor influencing track placements, although race and socioeconomic status also play some role (Alexander & McDill, 1976; Attewell & Domina, 2008; Conger, Long, & Iatarola, 2009; Gamoran, 1992a; Gamoran & Berends, 1987; Kelly, 2009; Kilgore, 1991; Oakes & Guiton, 1995).”
From Parental Involvement to Children's Mathematical Performance: The Role of Mathematics Anxiety (2013, background): “…2008), coupled with the disproportionately low mathematical performance of ethnic minority children residing in low-income communities (e.g., Attewell & Domina, 2008; Hanushek & Rivkin, 2009; Plantey et al., 2009), there is a pressing need to identify factors that mitigate the negative…”
Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment (2013, background): “…assessment scores4 (Adelman 2006; Alon and Tienda 2007), curricular intensity as indicated by the highest math course that respondents have completed5 (Attewell and Domina 2008; Martinez and Klopott 2005), and postsecondary expectations (Choy 2001; Glick and White 2004; Hossler and Gallagher 1987).”
Improving the Targeting of Treatment (2012, background): “…earn only a C or D at college level, meaning their classification will depend upon the standard of success chosen). school algebra, see Gamoran & Hannigan, 2000; on high school coursework, see Long, Conger, & Iatarola, 2012; and on curricular intensity in high school, see Attewell & Domina, 2008).”
Effects of High School Course-Taking on Secondary and Postsecondary Success (2012, background): “…more advanced credits, in a high school subject increases: (a) proficiency on high school achievement and college entrance exams (ACT, 2005; Attewell & Domina, 2008; Bryk, Lee, & Smith, 1990; Cool & Keith, 1991; Gamoran, 1987; Gamoran & Hannigan, 2000; Effects of High School…”
Aiming High and Falling Short (2015, background): “For students who fail to master Algebra in eighth or ninth grade, the path to advanced training in mathematics and, subsequently, many well-paid and high-status careers is blocked (Adelman, 1999; Attewell & Domina, 2008; Long, Conger, & Iatorola, 2012).”
College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago (2009, background): “Although they had students' grades available for devel opment of propensity scores, Attewell and Domina (2008) could not control for many factors that could”
Preparing Students for College and Careers: The Causal Role of Algebra II (2014, methodology): “Several studies have sought to account for the selection bias inherent in students’ curricular choices by employing quasi-experimental methods such as propensity score matching (Attewell and Domina 2008) and an instrumental variable (IV) approach (Altonji 1995).”
Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress (2010, result): “indicators of teachers’ knowledge and made no distinction between CK and PCK (Ballou & Podgursky, 2000; D’Agostino & Powers, 2009; DarlingHammond, 2000; Floden & Meniketti, 2005; Goe, 2007; Wayne & Youngs, 2003; Wilson & Floden, 2003). Several studies have investigated whether state certification as”
Leveled and Exclusionary Tracking (2016, background): “Research suggests that while tracking often benefits high track students, it penalizes low track students, thereby exacerbating gaps between high and low performers (Attewell & Domina, 2008; Gamoran, 2010; Garrett & Hong, 2015; Nomi & Raudenbush, 2016; Oakes, 2005).”