Multilevel analysis of student pathways to higher education

被引：3

作者：

You, Sukkyung ^{[1
]}

Julie Nguyen ^{[2
]}

机构：

[1] Hankuk Univ Foreign Studies, Coll Educ, Seoul, South Korea

[2] Univ Calif Santa Barbara, Gevirtz Grad Sch Educ, Santa Barbara, CA 93106 USA

来源：

EDUCATIONAL PSYCHOLOGY | 2012年 / 32卷 / 07期

关键词：

curriculum; academic achievement; school environment; secondary-level students; academic specialisation; HIGH-SCHOOL; MATHEMATICS ACHIEVEMENT; ACADEMIC-ACHIEVEMENT; COURSE-TAKING; GENDER;

D O I：

10.1080/01443410.2012.746640

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the relationship between academic preparation and post-secondary educational outcomes. To uncover the factors that influence secondary-level school course-taking patterns and outcomes, multi-level modelling was conducted using data from a nationally representative sample of US secondary-level school students from the Education Longitudinal Study of 2002. Results indicated (1) significant effects from student, family and school predictors on course-taking patterns and (2) significant effects from course-taking patterns on enrollment in post-secondary institution types with math course-taking pattern having the largest impact. Implications for educators and administrators are discussed.

引用

页码：860 / 882

页数：23

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