{"title":"深入研究学生成绩单:高中课程选修顺序和中学后入学","authors":"Burhan Ogut, Ruhan Circi","doi":"10.1111/emip.12554","DOIUrl":null,"url":null,"abstract":"<p>The purpose of this study was to explore high school course-taking sequences and their relationship to college enrollment. Specifically, we implemented sequence analysis to discover common course-taking trajectories in math, science, and English language arts using high school transcript data from a recent nationally representative survey. Through sequence clustering, we reduced the complexity of the sequences and examined representative course-taking sequences. Classification tree, random forests, and multinomial logistic regression analyses were used to explore the relationship between the course sequences students complete and their postsecondary outcomes. Results showed that distinct representative course-taking sequences can be identified for all students as well as student subgroups. More advanced and complex course-taking sequences were associated with postsecondary enrollment.</p>","PeriodicalId":47345,"journal":{"name":"Educational Measurement-Issues and Practice","volume":null,"pages":null},"PeriodicalIF":2.7000,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Diving Into Students’ Transcripts: High School Course-Taking Sequences and Postsecondary Enrollment\",\"authors\":\"Burhan Ogut, Ruhan Circi\",\"doi\":\"10.1111/emip.12554\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The purpose of this study was to explore high school course-taking sequences and their relationship to college enrollment. Specifically, we implemented sequence analysis to discover common course-taking trajectories in math, science, and English language arts using high school transcript data from a recent nationally representative survey. Through sequence clustering, we reduced the complexity of the sequences and examined representative course-taking sequences. Classification tree, random forests, and multinomial logistic regression analyses were used to explore the relationship between the course sequences students complete and their postsecondary outcomes. Results showed that distinct representative course-taking sequences can be identified for all students as well as student subgroups. More advanced and complex course-taking sequences were associated with postsecondary enrollment.</p>\",\"PeriodicalId\":47345,\"journal\":{\"name\":\"Educational Measurement-Issues and Practice\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.7000,\"publicationDate\":\"2023-04-23\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Educational Measurement-Issues and Practice\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/emip.12554\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Measurement-Issues and Practice","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/emip.12554","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Diving Into Students’ Transcripts: High School Course-Taking Sequences and Postsecondary Enrollment
The purpose of this study was to explore high school course-taking sequences and their relationship to college enrollment. Specifically, we implemented sequence analysis to discover common course-taking trajectories in math, science, and English language arts using high school transcript data from a recent nationally representative survey. Through sequence clustering, we reduced the complexity of the sequences and examined representative course-taking sequences. Classification tree, random forests, and multinomial logistic regression analyses were used to explore the relationship between the course sequences students complete and their postsecondary outcomes. Results showed that distinct representative course-taking sequences can be identified for all students as well as student subgroups. More advanced and complex course-taking sequences were associated with postsecondary enrollment.