A study of repeated courses among secondary students in ontario

Journal of Educational Research

Volumn 90, Issue 2, 1996, Pages 116-127

  Casas, François R ^a   Meaghan, Diane E ^b  

^a UNIVERSITY OF TORONTO   (Canada)

^b SENECA COLLEGE   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042355706     PISSN: 00220671     EISSN: 19400675     Source Type: Journal    
DOI: 10.1080/00220671.1996.9944453     Document Type: Article

References (8)

1. Casas, F.R., & Mcaghan, D. E. (1994). The impact of university admission practices on secondary student achievement levels. Unpublished manuscript
2. Casas, F.R., & Meaghan, D. E. (1995a). Grade inflation and university admissions in Ontario: Separating fact from perception. The Canadian Journal of Higher Education. 25(3), 49-70
3. Casas, F.R., & Meaghan, D. E. (1995b, Winter). Grade 14: Some comment'; on its incidence and effectiveness. INFO, 48. 64-72
4. Crawford, T. (1993). Education "grazing" under fire: Desperate high school students repeat courses to boost marks. The Toronto Star, Al, 2
5. Granger, B. G. (1994). What is grade 14? INFO, 19-20
6. King, A. J.C., & Peirt, M. J. (1994). The numbers game: Study of evaluation and achievement in Ontario schools. Toronto: Ontario Secondary School Teachers' Federation
7. Lawton, V. (1994). Stressed-out students play numbers game. The Toronto Star, HI, 11
8. Meaghan DE., & Casas, F. R. (1995). On the testing of standards and standardized achievement testing: Panacea, placebo or Pandora's Box? Interchange, 81-96