Mathematics and science course graduation
requirement (CGR) increases in the 1980s and 1990s might have had both
intended
and unintended consequences. Using logistic
regression with Census and American Community Survey (ACS) data (n
= 2,892,444), researchers modeled CGR exposure on (a) high school dropout, (b)
beginning college, and (c) obtaining any college degree.
Possible between-groups differences were also
assessed.
The researchers found that higher CGRs were associated with higher odds to
drop
out of high school, but results for the
college-level outcomes varied by group. Some were less likely to enroll,
whereas others
who began college were more likely to obtain a
degree. Increased high school dropout was consistent across the
population,
but some potential benefit was also observed,
primarily for those reporting Hispanic ethnicity.
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