Abstract
This study sought to determine if the implementation of standards-based learning in high schools affects students’ transition to learning in university courses. Surveys and interviews with 13 students who had graduated from high schools implementing standards-based learning and who had completed their first academic semester at a midsize, private, Midwest university revealed no detrimental effects. The most frequently mentioned transition difficulties related to social issues and time management. Implications for implementing high school grading reforms are discussed.
Document Type
Article
Publication Date
12-11-2020
Digital Object Identifier (DOI)
https://doi.org/10.1177/0192636520975862
Repository Citation
Guskey, Thomas R.; Townsley, Matt; and Buckmiller, Thomas M., "The Impact of Standards-Based Learning: Tracking High School Students’ Transition to the University" (2020). Educational, School, and Counseling Psychology Faculty Publications. 42.
https://uknowledge.uky.edu/edp_facpub/42
Notes/Citation Information
Published in NASSP Bulletin, v. 104, issue 4.
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