Academic Rigor in High School Curricula, College-Readiness, and Post-Secondary Performance

Authors

Sharon A. Roberts, University of Texas-Pan American

Date of Award

8-2012

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Dr. Marie Simonsson

Second Advisor

Dr. Ralph Carlson

Third Advisor

Dr. Miguel de los Santos

Abstract

In light of the alarming statistics relating to the Hispanic population to be researched and the questions elicited with respect to the overall focus of preparing students not only to be “college-ready” but to be successful in college, the primary purpose of this study is to determine to what extent native cumulative grade point average and cumulative college credit hours during the fourth semester of postsecondary studies are a function of the level of high school English, math, science, and social studies courses, grades in these courses, standardized test scores in these courses, and gender and socioeconomic status for students at a south Texas university, at a south Texas college, combining both the university and college students, for students persisting through the fourth semester at the south Texas university, and for students persisting through the fourth semester at a south Texas college. The primary research questions addressed in this study were: (1) to what extent are fourth semester postsecondary native cumulative grade point average and (2) college credit hours a function of level of high school English, math, science, and social studies courses, grades in these courses, standardized test scores in these courses, and gender and socioeconomic status, for students at a south Texas university, a south Texas college, combining both institutions, and for students persisting in each institution for the first four semesters? The null hypotheses for the present study were tested with an F distribution using an alpha level of .025 and a reporting alpha level of .05 (Box, 1954); that is, the null hypotheses for this study were tested at an alpha level that is one-half of the reporting alpha. In models with the dependent variable of fourth semester grade point average (GPA4), all 20 models yielded significant results at the .05 alpha level. For regression models with the dependent variable of fourth semester of cumulative college semester credit hours (CUMSCH4), 19 of the models generated significant results at the .05 level. The only model that did not yield significant results was for the English regression model at a south Texas college (N = 345); p = .09 value was attained.

Comments

Copyright 2012 Sharon Roberts. All Rights Reserved.

https://www.proquest.com/dissertations-theses/academic-rigor-high-school-curricula-college/docview/1035156671/se-2

Granting Institution

University of Texas-Pan American