The Academic Impacts on College STEM Achievement of High-Rigor Secondary Courses
| dc.contributor.advisor | Rangel, Marcos | |
| dc.contributor.author | Kaufman, Hunter | |
| dc.date.accessioned | 2021-12-03T23:01:36Z | |
| dc.date.available | 2021-12-03T23:01:36Z | |
| dc.date.issued | 2021-12-03 | |
| dc.department | Sanford School of Public Policy/Public Policy Studies | |
| dc.description.abstract | One of the most common ways that students can prepare themselves for rigorous and competitive STEM careers is by taking high-rigor STEM courses in high school, most likely through advanced placement (AP), international baccalaureate (IB), and honors STEM courses. However, the rigor and quality of Secondary course offerings varies, and not all students have equal access. Theis thesis explores how taking high rigor STEM classes (AP, IB, Honors, College, etc) in secondary education affects collegiate outcomes. | |
| dc.identifier.uri | ||
| dc.subject | STEM | |
| dc.subject | Highschool | |
| dc.subject | AP | |
| dc.subject | College Outcomes | |
| dc.subject | High Rigor Courses | |
| dc.title | The Academic Impacts on College STEM Achievement of High-Rigor Secondary Courses | |
| dc.type | Honors thesis | |
| duke.embargo.months | 0 |
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