Rising honors course-taking was due primarily to better-prepared students, with only small adjusted gains¶

Claim · All claims
Evidence · 1 study · associational r3 · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? First-year honors course passing rose from 8.4 to 15.4 percent unadjusted, but only from 8.4 to 9.6 percent after adjusting for student composition, indicating most growth reflects incoming student demographics rather than high school changes. → Shazia Rafiullah Miller 2002

Evidence¶

Shazia Rafiullah Miller 2002¶

Shazia Rafiullah Miller, Elaine M. Allensworth, Julie Reed Kochanek. (2002). Student Performance: Course Taking, Test Scores, and Outcomes — The State of Chicago Public High Schools: 1993 to 2000. Consortium on Chicago School Research. https://consortium.uchicago.edu/publications/student-performance-course-taking-test-scores-and-outcomes

q2 · i? · associational · r3

Short-term cohort trend analysis of first-year course-taking among high school eligible Chicago students, adjusted for student characteristics including eighth-grade ITBS scores. The report found "only a small increase" after adjustment and concluded most growth resulted from incoming demographics, particularly higher ITBS scores.

"Once we adjust for changes in student composition however, we see only a small increase in the percent of students passing an honors course, from 8.4 percent in 1993–94 to 9.6 in 1999–00 (see Figure 13)."

Discussion¶

Related Claims¶

• Full college-sequence completion rose from 9.6 to 15.8 percent, with about 75 percent of the unadjusted increase due to factors other than student composition — related
• On-track rates after ninth grade rose from 42.2 to 50.6 percent, with slightly less than half the adjusted improvement attributable to better-prepared entering students — related
• Graduation by age 18 rose slightly, and adjusting for incoming student composition cuts the increase roughly in half — related
• Algebra/geometry sequence passing rose from 36.5 to 49.7 percent, with changes in incoming students accounting for only 17.8 percent of the improvement — related
• Students flagged as honors courses demonstrated greater than expected science growth — related
• Most of the signal in ACT scores appears to represent factors associated with the student's school rather than the student — related