Relationships between ACT test scores and high school courses

Abstract

The 1980s have been a period of renewed concern about: the adequacy of high school students' academic preparation for postsecondary education and employ­ ment. This study was conducted to determine whether there is a relationship between the number of courses taken in a subject-matter area and the score obtained on the corresponding ACT Assessment test. It was found that, on the average, students who had taken more coursework scored higher on the relevant test. This relationship was more apparent in the areas of mathematics and natural sciences. Previous research has shown a relationship between ACT scores and college grades. Thus, it is hypothesized that the students who have taken more high school coursework will earn higher grades as college students. As data become available, further studies are planned to explore this hypothesis. RELATIONSHIPS BETWEEN ACT TEST SCORES AND HIGH SCHOOL COURSES Intuitively, one would expect that increased academic coursework in an area would result in increased achievement in that area. Such achievement might be reflected in higher standardized test scores, more effective per­ formance in advanced courses in the area, or improved job performance. In reality, the picture is often less clear. Such factors as the ability levels of individual students and the quality (as distinct from the quantity) of courses taken also have an effect on future academic performance. Questions about whether increased coursework results in the desired aca­ demic outcomes are not new, of course. However, these issues are attracting particular attention in the United States at present because of renewed con­ cern about the adequacy of high school students' academic preparation for postsecondary education and employment. This concern has resulted, in many cases, in an increase in the amount of coursework required to graduate from high school and/or to be accepted into a postsecondary educational insti­ tution. Changing Requirements Wright (1985) reported on typical high school academic requirements in the 1981-82 school year. At that time, the typical high school student averaged 5 hours of credit classes per day. The average number of credit hours required for graduation was 19.8, although the average number of credit hours actually completed by graduates was 21.7. Subject-area averages were: English/language arts, 3.6; social studies/history, 2.6; mathematics, 1.7; science, 1.6. During the early 1980s, considerable concern was expressed that high school graduates in the United States were not adequately prepared for higher education or for employment in a complex technological society. Furthermore, it was claimed that United States graduates were less well prepared academ­ ically than those in other countries. In particular, it was noted that students' typical exposure to mathematics and science courses was less than adequate (A Nation At Risk, 1983). A high school program consisting of A years of English; 3 years of mathematics; 3 years of science; 3 years of social studies; and 1/2 year of computer science was recommended for all stu­ dents seeking a diploma (not just the college-bound). In addition, 2 years of foreign language were recommended for college-bound students. Following publication of A Nation at Risk, a number of states passed legislation increasing high school graduation and college entrance require­ ments. A recent study by Bartell and Noble (1986), sampling from the ACT Assessment-tested population, indicated that there has been an increase (from 1982 to 1986) in the percentage of college-bound students completing the socalled core curriculum. Percentage increases were: 4 or more years of English, 9X; 3 or more years of mathematics, 13%; 3 or more years of social studies, 5%; and 3 or more years of natural sciences, 132. Increases were greatest for students from lower-income families, for students attending smaller high schools, and for students from smaller communities.