Requiring three-years of college-preparatory science coursework and ending remedial science classes resulted immediately in substantial increases in taking science courses and acquiring science course credits. Many more students enrolling in Chicago public high schools completed mid-level science sequences. However, grades in science courses were very low—the typical student received Cs and Ds in their science classes; only 13 percent of students finished the science sequence with grades averaging “Bs” or better. These low grades suggest little net increase in the amount of scientific knowledge and skills acquired, particularly as test score analysis shows almost no improvements in learning among students earning less than “Bs” in their science classes. Furthermore, there were no increases in the completion of high-level science courses or physics, and no improvements in college enrollment or persistence.
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