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

Mark C. Long · Dylan Conger · Patrice Iatarola

305 citations0/0 files storedAmerican Educational Research Journal

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School Choice and Performance Higher Education Research Studies Educational Outcomes and Influences

Abstract

Using panel data from a census of public school students in the state of Florida, the authors examine the associations between students’ high school course-taking in various subjects and their 10th-grade test scores, high school graduation, entry into postsecondary institutions, and postsecondary performance. The authors use propensity score matching (based on 8th-grade test scores, other student characteristics, and school effects) within groups of students matched on the composition of the students’ course-taking in other subjects to estimate the differences in outcomes for students who take rigorous courses in a variety of subjects. The authors find substantial significant differences in outcomes for those who take rigorous courses, and these estimated effects are often larger for disadvantaged youth and students attending disadvantaged schools.

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2004The Impact of Individual Teachers on Student Achievement: Evidence from Panel Data 2005The Condition of Education 2006The Toolbox Revisited: Paths to Degree Completion From High School Through College.2000Peer Effects in the Classroom: Learning from Gender and Race Variation 2008Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation 1989Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?1987The Stratification of High School Learning Opportunities 1997High School Size: Which Works Best and for Whom?

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