Document Type
Policy Brief
Date of this Version
9-1995
Abstract
This issue of CPRE Policy Briefs focuses on the nature of instruction in transition math courses, the consequences of student placement in the new transition courses, and the linkages among course type, course content, and student achievement. The findings presented here are based on both qualitative and quantitative data gathered from seven high school across four districts in two states.
We studied transition math courses in seven high schools in San Diego and San Francisco in California and in Buffalo and Rochester in New York. We chose schools that had high percentages of minority and low-income students, because the problem of dead-end classes for low-achieving students is most sever in such schools. The transition math courses were initiated as early as 10 years ago in Rochester, New York schools, and 3 to 5 years ago in California schools.
Recommended Citation
White, Paula A.; Porter, Andrew C.; Gamoran, Adam; and Smithson, John. (1995). Upgrading High School Math: A Look at Three Transition Courses. CPRE Policy Briefs.
Retrieved from https://repository.upenn.edu/cpre_policybriefs/55
Included in
Curriculum and Instruction Commons, Education Policy Commons, Science and Mathematics Education Commons, Urban Education Commons
Date Posted: 30 September 2016
Comments
View on the CPRE website.