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003 OCoLC;

005 20150731110227.0;

006 m o d ;

007 cr unu||||||||;

008 150604s2015 ncua obm 000 0 eng d;

035 a| (Sirsi) o910665532;

035 a| (OCoLC)910665532;

043 a| n-us-nc;

049 a| EREE;

090 a| QA13.5.N8;

100 1 a| Weikart, Christopher,e| author.?| UNAUTHORIZED;

245 14 a| The impact of the North Carolina future ready core graduation requirements on high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions /c| by Christopher Weikart.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2015.;

300 a| 146 pages :b| illustrations (chiefly color);

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 771 KB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| Ed.D.c| East Carolina Universityd| 2015.;

500 a| Presented to the faculty of the Department of Educational Leadership.;

500 a| Advisor: Marjorie Ringler.;

500 a| Title from PDF t.p. (viewed June 29, 2015).;

520 3 a| The study examined high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions during the planning and implementation of the Future Ready Core high school graduation requirements in North Carolina public school systems. Quantitative methodologies were utilized to describe the impact of the increased, uniformed high school graduation requirements with proportions and averages of graduates in the state of North Carolina of graduates completing three or more college preparatory math courses, Scholastic Aptitude Test (SAT) math scale scores, and graduates indicating intent to attend a two or four-year college. Additionally, the study looked at the proportions and averages by district sized based subgroups (small, mid-sized, and large) for each indicator. The data sources included the entire population of North Carolina public high school graduates between 2008 and 2013. The study's findings presented two major findings for school leaders. The implementation of the more uniform, rigorous Future Ready Core graduation requirements positively impacted the proportion of graduates completing three or more college preparatory course more immediately than previous new policies' implementation; however, the substitution option was selected 16.39% of the time at the state level in 2013 with higher percentages in small and mid-size school districts. Additionally, the decrease in student performance on the SAT math assessment even with increases in college preparatory coursework requires school leaders to examine the quality of teaching and learning as well as potential unofficial tracking methods that may be occurring in the more uniform graduation requirements. Further research studies on the impact of the Future Ready Core graduation requirements could include analysis of total math coursework, repeating a similar study using ACT math composite scores after three graduating classes under the new requirements, or conducting a case study of districts who have had positive trend data while implementation the Future Ready Core graduation requirements as an exemplar for other school districts to follow.;

504 a| Includes bibliographical references.;

650 0 a| Mathematicsx| Study and teaching (Secondary)z| North Carolina.=| ^A46470;

650 0 a| College preparation programsz| North Carolina.=| ^A828408;

650 0 a| Prediction of scholastic successz| North Carolina.=| ^A4391;

650 0 a| SAT (Educational test)=| ^A468262;

650 0 a| High school studentsz| North Carolina.=| ^A28851;

650 0 a| High school graduatesz| North Carolina.=| ^A826662;

653 a| Graduation requirement;

653 a| College readiness;

700 1 a| Ringler, Marjorie C.,e| degree supervisor.=| ^A1269591;

710 2 a| East Carolina University.b| Department of Educational Leadership.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/4843;

949 o| jgml;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 3765207;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3765207-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 6/4/2015x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 3765207-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 6/4/2015x| ETDz| HERESOURCE;

The impact of the North Carolina future ready core graduation requirements on high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions / by Christopher Weikart.

Author/creator	Weikart, Christopher author.
Other author	Ringler, Marjorie C., degree supervisor.
Other author	East Carolina University. Department of Educational Leadership.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2015.
Description	146 pages : illustrations (chiefly color)
Supplemental Content	Access via ScholarShip
Subjects	Mathematics--Study and teaching (Secondary). --North Carolina. College preparation programs--North Carolina. Prediction of scholastic success--North Carolina. SAT (Educational test) High school students--North Carolina. High school graduates--North Carolina.

Summary	The study examined high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions during the planning and implementation of the Future Ready Core high school graduation requirements in North Carolina public school systems. Quantitative methodologies were utilized to describe the impact of the increased, uniformed high school graduation requirements with proportions and averages of graduates in the state of North Carolina of graduates completing three or more college preparatory math courses, Scholastic Aptitude Test (SAT) math scale scores, and graduates indicating intent to attend a two or four-year college. Additionally, the study looked at the proportions and averages by district sized based subgroups (small, mid-sized, and large) for each indicator. The data sources included the entire population of North Carolina public high school graduates between 2008 and 2013. The study's findings presented two major findings for school leaders. The implementation of the more uniform, rigorous Future Ready Core graduation requirements positively impacted the proportion of graduates completing three or more college preparatory course more immediately than previous new policies' implementation; however, the substitution option was selected 16.39% of the time at the state level in 2013 with higher percentages in small and mid-size school districts. Additionally, the decrease in student performance on the SAT math assessment even with increases in college preparatory coursework requires school leaders to examine the quality of teaching and learning as well as potential unofficial tracking methods that may be occurring in the more uniform graduation requirements. Further research studies on the impact of the Future Ready Core graduation requirements could include analysis of total math coursework, repeating a similar study using ACT math composite scores after three graduating classes under the new requirements, or conducting a case study of districts who have had positive trend data while implementation the Future Ready Core graduation requirements as an exemplar for other school districts to follow.
General note	Presented to the faculty of the Department of Educational Leadership.
General note	Advisor: Marjorie Ringler.
General note	Title from PDF t.p. (viewed June 29, 2015).
Dissertation note	Ed.D. East Carolina University 2015.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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The impact of the North Carolina future ready core graduation requirements on high school mathematics course enrollment patterns, college mathematic readiness, and post high school intentions / by Christopher Weikart.

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