Search Results: (16-23 of 23 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2007467 | America’s High School Graduates: Results from the 2005 NAEP High School Transcript Study
This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 26,000 high school graduates. The 2005 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and parent education are examined. Study findings include: 2005 graduates earned approximately three more credits (about 360 additional hours of instruction during their high school careers) than their 1990 counterparts. In 2005, the overall grade point average (GPA) was approximately a third of a letter grade higher than in 1990. Graduates with stronger academic records obtain higher NAEP scores. For example, graduates whose highest mathematics course was geometry or below had average NAEP mathematics scores below the Basic achievement level, while graduates who took calculus had average NAEP scores at the Proficient level. Female graduates’ GPAs overall and in mathematics and science were higher than the GPAs of male graduates during each year the HSTS was conducted. Among those who took higher level mathematics and science courses, male graduates had higher NAEP scores than female graduates. Increased percentages of White, Black, Hispanic, and Asian/Pacific Islander graduates completed at least a midlevel curriculum in 2005 compared with 1990. The GPAs of all four racial/ethnic groups also increased during this time. In 2005, both Black and Hispanic graduates were less likely than White graduates to have completed calculus or advanced science courses and to have higher GPAs. |
2/22/2007 |
| NCES 2006351 | Education Longitudinal Study: 2002/2004 Restricted-Use Base-Year, First Follow-up, and High School Transcript Data Files and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, and high school transcript data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is also restricted use. 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. |
12/8/2006 |
| NCES 2006014 | Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments
This Statistics in Brief uses NCES data to describe differences in nonschool factors that are related to student achievement. The data are from the Program for International Student Assessment (PISA) 2003, an international assessment of 15-year olds in reading literacy, mathematics literacy, and science literacy. The report focuses on data from 20 countries that are considered to be the most developed (based on the World Bank High Income Group). The report investigates six nonschool factors that are related to student achievement: highest level of education attained by either of the students’ parents; the highest occupational status of either of the students’ parents; the number of books that students have access to in the home; whether students speak the native language of the country at home; students’ immigrant status; and students’ family structure. The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less-advantaged homes, non-native language speakers, and other factors. |
4/11/2006 |
| NCES 2005484 | NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance
This technical report describes the design and implementation of the National Assessment of Educational Progress (NAEP) 1999 Long-Term Trend (LTT) Assessment. The NAEP LTT assessments, first administered in 1969, are intended to measure student progress over time. Consequently, the assessments use questions and procedures that are similar as possible across years and are maintained separately from the main and state NAEP assessments. Information on sample design, scoring, item analyses, IRT scaling, plausible value generation, and scale construction are provided for the reading, mathematics, and science assessments. |
5/13/2005 |
| NCES 2005005 | Highlights From the Trends in International Mathematics and Science Study: TIMSS 2003
This report presents results for countries that participated in the Trends in International Mathematics and Science Study (TIMSS) 2003. In 2003, TIMSS was conducted at grades four and eight. The report focuses on results for the United States, and includes student achievement in mathematics and science of student subpopulations in the U.S. |
12/14/2004 |
| NCES 2003075 | Third International Mathematics and Science Study (TIMSS) 1999 U.S. National Restricted-Use Data and User's Guide
This CD-ROM contains the U.S. TIMSS 1999 data, including data that was collected only in the United States and are not included on the international database available from the IEA, and a Data User's Guide. Specifically, the additional data relate to the professional development activities of teachers, the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. In addition, the CD contains the rescaled U.S. TIMSS 1995 data for those wishing to conduct analyses between the 1995 and 1999 datasets. The data included on the CD are restricted use and can be accessed only by those who have obtained a restricted-use license through NCES. |
10/2/2003 |
| NCES 200301 | Mathematics, Foreign Language, and Science Coursetaking and the NELS:88 Transcript Data
This working paper describes ongoing efforts to create and test variables measuring students’ high-school coursetaking in mathematics, foreign language, and science using data from the National Education Longitudinal Study of 1988 (NELS:88) transcript file. The main goal of this working paper, and a companion working paper, English Coursetaking and the NELS:88 Transcript Data (NCES 2003-02), was to construct measures of coursetaking behavior that extend the historical approach of simply counting credits. Because the level, or the difficulty, of coursework is often ignored in measures of credits completed, the purpose of the research efforts described in these working papers was to create “pipeline” measures that in some fashion capture the breath and depth of the students’ coursetaking histories. |
2/20/2003 |
| NCES 95206 | Statistics in Brief: Social Background Differences in High School Mathematics and Science Coursetaking and Achievement
This issue brief uses data from all three waves of the NELS:88 study (Base Year, First Follow-Up and Second Follow-Up) to examine the social class differences in mathematics growth between the eighth and twelfth grades. |
8/10/1995 |
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