Data from the 1990 National Assessment of Educational Progress (NAEP) and the 1990 High School Transcript Study are used to compare students' course-taking patterns with their NAEP achievement scores and schools' graduation requirements. Relatively few students were affected by these requirements. Results suggest that marginal students could…

Using data on applicants to an Israeli university, researchers examined whether high school course-taking patterns affected gender segregation in higher education. Women were underrepresented among applicants to mathematics-related studies. Mathematical background in high school effectively narrowed the gender gap in applying to selective and…

Examined the links between the minority and poverty status of public secondary schools and course-taking patterns within those schools by looking at the 1984 Regents Action Plan in New York state to explore the role of standards-based policies in altering connections between schooling context and curricula. Finds show the beneficial effects of the…

Examines an empirical model for predicting reported contribution of continuing education for teachers returning to college to complete their degrees. Focuses on inservice teachers (n=124) working on degrees in education in Israel. Explores their motives, course selection, and satisfaction. Includes references. (CMK)

Examined systems for delivering vocational education and the offerings provided by public high schools in urban, suburban, and rural areas. Data from the Fast Response Survey System suggest that rural schools offer a more limited selection of vocational education courses, with programs for the expanding occupations (e.g., technical and health…

The enrollment decisions of 444 (183 male, 260 female, and 1 unspecified) university students at Flinders University (South Australia) were investigated. Results shed light on gender differences in achievement patterns in mathematics and English and in relation to assumptions about relations between expectations and valences. (TJH)

Examines the effect of sex difference in college major selection and the extent to which that selection is related to early sex socialization for a sample of Black college juniors and seniors. Finds that early childhood aspirations correlate with later major field choices for both males and females. (FMW)

Examination of Scottish students' progression through National Certificate Modules shows that by 19, women had started and completed fewer modules; men and women tended to select different subjects at different status levels; over time, women's participation declined more rapidly; women made less use of modules to progress to higher education; and…

Investigated gender pattern differences in spatial- or mathematics-related activities in 213 junior high school students in the Netherlands to determine whether these activities are related to mathematical achievement or to attitudes toward mathematics and whether these differences influence student choice of mathematical study. Results suggest…

Australian Technical and Further Education students (n=1,324) expressed vocational choices, ranked subject preferences, and rated quality of teaching in their best and worst subjects. Results showed 66.3% were best at their most preferred subjects, 57.6% worst at subjects they disliked. For 44.7%, the categories of occupational choice and best…

Finnish and U.S. secondary vocational enrollment data were examined. In both countries, females tended to choose programs in service/caring areas, males in production/industry. Similar patterns were found in the labor force. Recommendations were made for eliminating barriers to gender equity. (SK)

Describes the development of the Course Advising Tool (CAT), a microcomputer-based information retrieval program that uses hypermedia and visual programing tools to help students develop their course schedules. The use of graphical cues and nonsequential navigation is discussed, and possible extensions to the system are described. (19 references)…

Presents results of a study comparing Georgia college students' scores on a test for economic understanding with scores of high school students. Compares scores by university and also by demographic information. Concludes that there is significant advantage in taking economics at the senior grade level in high school. (DK)

A study of the relationship of high school academic and vocational education courses to success in college for 224 freshmen found that courses taken in high school are not significantly related to college grade point average or college graduation. (JOW)

A survey of 205 family and consumer-sciences majors showed that 68% have access to computers; 58% of those with computers felt their skills were good to excellent; computer attitudes (confidence, ease, enjoyment) were related to self-reported skill levels; and 62.9% were interested in taking a Web-based course. (SK)