Search Results: (1-15 of 71 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008483 | NAEP High School Transcript Study 2005 Restricted-Use Data File
This CD-ROM contains data from the NAEP 2005 High School Transcript Study (HSTS), which was conducted in conjunction with the National Assessment of Educational Progress (NAEP). An Electronic Code Book (ECB); restricted-use data on high school courses; student and school demographics; and technical information for using, analyzing and interpreting the data, are included on the CD-ROM. This data file and ECB will be most useful for secondary researchers interested in high school course offerings, student course-taking patterns, and the relationship of these variables to student achievement, as measured by the NAEP 2005 Mathematics and Science assessments. |
8/19/2008 |
| NCES 2008035 | Career and Technical Education in the United States: 1990–2005
This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called “career and technical education” or CTE) in the United States. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. Findings indicate that against a backdrop of increasing academic coursetaking in high school, no measurable changes were detected between 1990 and 2005 in the number of CTE credits earned by public high school graduates. At the postsecondary level, the number of credential-seeking undergraduates majoring in career fields increased by about one-half million students, although they made up a smaller portion of undergraduates in 2004 compared with 1990. At both the secondary and postsecondary education levels, student participation increased in health care and computer science and decreased in business between 1990 and the mid-2000s. |
7/22/2008 |
| NCES 2008320 | Trends Among High School Seniors, 1972-2004
Using questionnaire and transcript data collected in 1972, 1980, 1982, 1992, and 2004, this report presents information on five cohorts of high school seniors. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, and socioeconomic status (SES). Key findings of the report include the following: The proportion of Black seniors who were in the highest SES quartile doubled from 1972 to 1992 (from 5 percent to 10 percent), and increased overall from 5 percent in 1972 to 14 percent in 2004. The percentage of seniors enrolling in calculus during their senior year grew from 6 percent to 13 percent between 1982 and 2004. The percentage of seniors taking no mathematics courses during their senior year declined from 57 percent to 34 percent over this time period. Seniors increased their senior-year enrollment in advanced science courses (chemistry II, physics II, and advanced biology) from 12 percent in 1982 to 25 percent in 2004. In each class of seniors, most of those who planned further schooling intended to attend four-year postsecondary schools, with the proportion of students planning to attend four-year schools rising from 34 percent in 1972 to 61 percent in 2004. In all years, higher percentages of Asian high school seniors, and lower percentages of Hispanic seniors (except in 1992), compared to other racial/ethnic groups, planned attendance at four-year institutions No difference was observed between 1972 and 2004 between the percentage of seniors expecting a bachelor’s degree as their highest level of education. Instead, growth between these two time points was greatest in expectations for a graduate or professional degree: 13 percent of seniors expected to attain this level of education as their highest in 1972, compared to 38 percent of seniors in 2004. In 1972, males expected to earn a graduate degree as their highest educational level in greater proportions than did females (16 percent versus 9 percent); however, in 2004, females expected to earn a graduate degree more often than males (45 percent versus 32 percent). Seniors increasingly expected to work in professional occupations (growing from 45 percent of seniors in 1972 to 63 percent of seniors in 2004 expecting to work in a professional field). |
6/24/2008 |
| NCES 2008022 | Digest of Education Statistics, 2007
The 43rd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/25/2008 |
| NCES 2008023 | Mini-Digest of Education Statistics 2007
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2007. |
3/13/2008 |
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| NCES 2008319 | Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002)
This report documents and examines the relationship between the number and types of math courses taken in the 11th and 12th grade and growth in mathematics proficiency over the same time period. Using data from the Education Longitudinal Study of 2002 (ELS:2002), the analysis identifies the coursetaking sequences most prevalent among contemporary high school students in their junior and senior years, sociodemographic characteristics of the students who follow these course sequences, and the association between specific courses and course sequences and mathematics gains over the last two years of high school. Because most students (94 percent) entered the second half of high school with a mastery of basic mathematics skills such as simple arithmetic and operations, most learning during this time was in intermediate-level mathematics skills and concepts. For example, the percentage of students with an understanding of simple problem solving skills grew from 53 to 65 percentage points over the two year period. In terms of learning in specific content areas, the largest gains in intermediate skills such as simple operations and problem solving were made by those who followed the geometry–algebra II sequence. The largest gains in advanced skills such as derivations and making inferences from algebraic expressions were made by students who took precalculus paired with another course. The smallest gains were made by students who took one mathematics course or no mathematics courses during their last 2 years. |
1/8/2008 |
| NCES 2008030 | The 2007 Revision of the Career/Technical Education Portion of the Secondary School Taxonomy
The Secondary School Taxonomy (SST) is a framework for aggregating and analyzing high school transcript data. This report revises the portion of the SST that pertains to career/technical education (CTE). The revision maintains the three current major CTE categories of family and consumer sciences education, general labor market preparation, and specific labor market preparation (or occupational education). Within the last major category, the 2007 revision designates 21 program categories, which can be linked to Career Clusters and to the NCES CTE Statistics’ taxonomy for postsecondary education. The report specifies the courses (using the Classification of Secondary School Codes, or CSSC) within each category and displays an application of the revised SST using data from the High School Transcript Study of 2005. |
10/17/2007 |
| NCES 2008346 | Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, high school transcript, second follow-up data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is public use and can be downloaded directly as NCES 2008-346. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
10/16/2007 |
| NCES 2007039 | Status and Trends in the Education of Racial and Ethnic Minorities
This report profiles current conditions and recent trends in the education of minority students. It presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine (1) patterns of preprimary, elementary, and secondary school enrollment; (2) student achievement and persistence; (3) student behaviors that can affect their education; (4) participation in postsecondary education; and (5) outcomes of education. |
9/12/2007 |
| NCES 2007067 | Mini-Digest of Education Statistics 2006
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2006. |
9/6/2007 |
| NCES 2007312 | Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004
This report presents new time series data on the coursetaking patterns in mathematics and science for the spring high school graduating classes of 1982, 1992, and 2004. Coursetaking information was derived from high school transcripts collected by NCES in the following three studies: (1) High School and Beyond Longitudinal Study of 1980 Sophomores; (2) the National Education Longitudinal Study of 1988; and (3) the Education Longitudinal Study of 2002. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, socioeconomic status (SES), expectations for future educational attainment, and school sector. The report examines trends in academic coursetaking in both mean credits earned in math and science and in the highest course level that high school graduates completed in the two subjects. Some key findings are as follows. First, in mathematics, academic coursework increased from, on average, 2.7 total credits in 1982 to 3.6 total credits in 2004. In addition, graduates shifted from taking lower level mathematics courses to taking more advanced courses. For example, the percentage of graduates who persisted through the mathematics curriculum into the two most advanced levels—precalculus and calculus—tripled between 1982 and 2004. At the subgroup level, while students in each of the four SES quartiles increased their participation in advanced mathematics over time, some disparities increased—for example, the difference between the highest and lowest SES quartiles in precalculus and calculus coursetaking went from 18 percentage points in 1982 to 35 percentage points in 2004. Second, in science, the average number of credits increased from 2.2 total credits in 1982 to 3.3 total credits in 2004. Further, graduates shifted in significant proportions from taking lower level science courses to taking upper level ones. At the subgroup level, despite increased completion of advanced-level science courses by graduates from all school sectors, Catholic and other private school students remained more likely than their public school counterparts to complete advanced-level courses in science. |
8/9/2007 |
| NCES 2007017 | Digest of Education Statistics, 2006
The 42nd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
7/26/2007 |
| NCES 2007463 | The 2000 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 2000, 1998, 1994, 1990, 1987, and 1982 High School Graduates.
The NAEP High School Transcript Study (HSTS), a program conducted by the National Center for Education Statistics (NCES), is designed to examine the high school course offerings and course-taking patterns of graduating seniors in a representative sample of schools across the nation. In addition, the HSTS provides valuable information about the rigor of high school curricula, including both academic and vocational courses. The HSTS is linked to grade 12 NAEP results to provide information on the relationship between student course-taking patterns and achievement. Providing findings from six separate data collections, the study has been helpful to a diverse audience including teachers, curriculum specialists, parents, researchers, and policymakers. The 2000 High School Transcript Study Tabulations provide a large number of tables that summarize the course-taking patterns of high school graduates in 2000 and compare them to those of their counterparts in 1982, 1987, 1990, 1994, and 1998. The report also provides data tables describing the relationship of the course-taking patterns of 2000 graduates to their proficiencies in mathematics and science as measured by the 2000 NAEP assessments. |
7/16/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
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