Success in the college preparatory mathematics pipeline: Impact of policies and practices employed by three high school reform models

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Nina Arshavsky, Senior Research Specialist (Creator)
Julie Edmunds, Program Director for Secondary School Reform (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This paper examines the relationship of the policies and practices employed by 3 high school reform models – Early College High Schools, Redesigned High Schools, and High Schools That Work – with student success in college preparatory mathematics courses by the end of the 10th grade. Data on policies and practices collected through a survey of school principals in North Carolina are combined with administrative data on student course-taking and performance. The examined policies include course-taking requirements, rigorous instruction, academic support, personalization, and relevance. Results show that implementation of these policies varies across models and that higher levels of implementation of combinations of these policies are associated with improved outcomes.

Additional Information

School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice
Language: English
Date: 2013
high school reform, mathematics, college readiness

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