The Relationship of Student Course Selection and Course Rigor Level Scores toStudent Performance on the ACT

Abstract

The purpose of this study was to determine whether there are correlations betweenACT subtest scores (mathematics, English, reading, and science) and core course rigorlevel scores (mathematics, English, social studies, and science) and whether thecorrelations between ACT subtest scores and core course rigor level scores were affectedby the student demographic variables of gender and socioeconomic status (SES).Another purpose of this study was to determine whether there are differences in ACTsubtest (mathematics, English, reading, and science) and composite scores betweenstudents who completed an ACT Prep course and students who do not complete the ACTPrep course and whether the differences were affected by the student demographicvariables of gender and SES. A quantitative methods research design using archival datawith four independent variables (high school student course selection and core courserigor level, student enrollment in the ACT Prep course, gender, and SES) and fivedependent variables (math, English, reading, and science ACT subtest scores and theACT composite score) were used in this study. The participants in this study were highschool students who graduated from District B in May 2017 and 2018. The sample waslimited to high school students who took the ACT during the spring semester of theirjunior year, spring of 2016 or 2017, and attended the high school in District B theirfreshman, sophomore, and junior year.Results of the data analysis indicated moderately strong positive relationshipsbetween course rigor levels and ACT subtest scores. As course rigor level scoresincreased, the scores on the ACT subtests increased. Demographics (gender and SES)did not affect the relationship between ACT subtest scores and course rigor levels. There was a difference in ACT English subtest scores between students who completed an ACTprep course and those who did not. Students who took the ACT prep course did better onthe English subtest than students who did not take the course. No differences wereindicated in ACT mathematics, reading, and science subtest scores between students whocompleted the ACT prep course and those who did not. Lastly, demographics (genderand SES) did not affect differences in ACT scores between students who completed anACT prep course and students who did not complete an ACT prep course. Based on thefindings of this study, it is recommended that school district faculty encourage allstudents to take the most rigorous courses to raise student achievement, regardless oftheir SES status or gender. Recommendations for further research included replicatingthis study in other districts including urban and suburban districts to include additionalsubgroups such as ethnicity and utilize a mixed methods approach to evaluate student andteacher perceptions of ACT preparation and current curriculum.