Effects of High School Course-Taking on Secondary and Postsecondary Success

By M. Long, Dylan Conger, Patrice Iatarola. 2012

321 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8556cfb76aca7958092a397f2005d9cfdeaf1e50

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

“I’m Not Going to Be, Like, for the AP” (2014, background): “outcomes than low-track courses as measured by test scores (Long, Conger, & Iatarola, 2012; Schneider, Swanson, & Riegle-Crumb, 1998), high school graduation rates (Long et al., 2012), and college attendance and/or graduation rates (Adelman, 2006; Cabrera & La Nasa, 2001; Long Kanno, Kangas”
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School (2017, background): “Researchers who find strong relationships between math course-taking and later outcomes often suggest encouraging or requiring higher levels of math course-taking (e.g., Long et al., 2012; Schiller & Muller, 2003).”
The Influence of Applied STEM Coursetaking on Advanced Mathematics and Science Coursetaking (2015, methodology): “Doing so will help educators and policymakers make curricular adjustments to ensure proper exposure to this critical STEM material that has been previously established as improving the chances of students pursuing and persisting in STEM both in school and in career (e.g., Long et al., 2012).”
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).”
Aiming High and Falling Short (2015, background): “…to rigorous curriculum and instruction experience greater achievement gains on average than those who are not (e.g., Argys, Rees, & Brewer, 1996; Attewell & Domina, 2008; Domina, 2014; Gamoran & Hannigan, 2000; Gamoran, Porter, Smithson, & White, 1997; Long et al., 2012; Schmidt et al., 2001).”