This report uses longitudinal data to examine whether students at the same level of science proficiency during eighth grade have higher science proficiency levels four years later if they took more semesters of science in the interim as compared to students who took fewer semesters of science. This report will ascertain the relationship between taking challenging science courses in high school and experiencing gains in science proficiency. In addition, the relationships among school and student characteristics, high school curriculum and changes in proficiency level are also examined.
Online Availability
