{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/19437"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/19437","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"High school course taking patterns and student postsecondary success: An exploratory study","abstract":"Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:57Z Item is restricted indefinitely.","abstract_html":"Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:57Z Item is restricted indefinitely.","abstract_has_math":false,"creators":["Morris, Joel Warren"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Thurston, Paul W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T12:07:32Z","date_published":"2011-05-07T12:07:32Z","updated_at":"2026-07-22T22:25:14Z","subjects":["Education, Secondary","Education, Higher"],"languages":["eng"],"rights":["Copyright 1990 Morris, Joel Warren"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026273","(UMI)AAI9026273"],"render_values":[{"text":"AAI9026273","href":null,"code":true},{"text":"(UMI)AAI9026273","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/19437","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thurston, Paul W."]},{"key":"dc:creator","label":"Author","values":["Morris, Joel Warren"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T12:07:32Z","10000-01-01","1990"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Secondary","Education, Higher"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1990 Morris, Joel Warren"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9026273","(UMI)AAI9026273","http://hdl.handle.net/2142/19437"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:36:57Z Item is restricted indefinitely.","Restriction data tranferred 2014-07-01T11:15:06-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission","ETDs are only available to UIUC Users without author permission","U of I Only","Recent school reform efforts have focused on changes in student course taking patterns in order to improve student performance. The Illinois Board of Higher Education minimum college admission requirements, modeled on the recommendations of the National Commission for Excellence in Education, were designed to improve student performance in baccalaureate degree programs. Fifteen courses in the areas of English, mathematics, science, social science, and foreign language, art and music were required in order to be considered for admission to a baccalaureate degree program. The study focuses on the linkage between student completion of the core of academic courses and student postsecondary success.","A review of the literature demonstrates a relationship between student completion of academic courses and student performance on college admission tests. The review also establishes that student performance on college admission tests is a significant predictor of student postsecondary performance. No studies were found which directly linked student completion of a core of academic courses and student postsecondary success measured at the freshman year and as a cumulative grade point average at the end of four years.","The study uses student data from the High School and Beyond Study for the Class of 1982 for the state of Illinois. Student demographic data, high school transcript information, and student postsecondary transcript data was gathered on 377 students who were part of that study.","Based upon an analysis of that data, the researcher concluded that student postsecondary performance appears to be more closely related to student performance in high school, as measured by overall high school grade point average and high school grade point average in English, mathematics, science, social science, and foreign language. The best predictors of student postsecondary success appear to be a combination of high school grade point average and student performance on college admission tests. It did not appear necessary for students to complete all fifteen courses in English, mathematics, science, social science, and foreign language, art or music required by the Illinois Board of Higher Education in order to be successful in postsecondary institutions.","Made available in DSpace on 2011-05-07T12:07:32Z (GMT). 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The Illinois Board of Higher Education minimum college admission requirements, modeled on the recommendations of the National Commission for Excellence in Education, were designed to improve student performance in baccalaureate degree programs. Fifteen courses in the areas of English, mathematics, science, social science, and foreign language, art and music were required in order to be considered for admission to a baccalaureate degree program. The study focuses on the linkage between student completion of the core of academic courses and student postsecondary success.","A review of the literature demonstrates a relationship between student completion of academic courses and student performance on college admission tests. The review also establishes that student performance on college admission tests is a significant predictor of student postsecondary performance. 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The best predictors of student postsecondary success appear to be a combination of high school grade point average and student performance on college admission tests. It did not appear necessary for students to complete all fifteen courses in English, mathematics, science, social science, and foreign language, art or music required by the Illinois Board of Higher Education in order to be successful in postsecondary institutions.","Made available in DSpace on 2011-05-07T12:07:32Z (GMT). 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