Do the Quantity of High School Courses Completed Produce Improved Long-Term Outcomes?
McClelland, Katherine E.
Researchers for years have looked for means to improve students' success while in high school in order to better their long-term outcomes, yet little research has been done on whether the number of courses students take have any affect on these outcomes. In this paper, I investigate the relationship between the quantity of courses taken in high school and the students' long-term education, employment, and socio economic status outcomes. The data used for this analysis is taken from the Educational Longitudinal Study of 2002, a longitudinal, multilevel national survey of 10th grade high school students, parents, and administrators, following the students over ten years. I find a statistically significant positive relationship for each of the three outcomes in question: education, employment, and socio economic status. The employment outcomes' magnitude of the relationship to Carnegie units to small to gather any implications from the results, and while the education and socio-economic status magnitude is only slightly larger, they do indicate that there is an encouraging relationship to long-term outcomes.
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