Search Results: (1-15 of 22 records)
|User’s Manual for the MGLS:2017 Data File, Restricted-Use Version
This manual provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) restricted-use school and student data files (NCES 2023-131). An overview of MGLS:2017 is followed by chapters on the study data collection instruments and methods; direct and indirect student assessment data; sample design and weights; response rates; data preparation; data file content, including the composite variables; and the structure of the data file. Appendices include a psychometric report, a guide to scales, field test reports, and school and student file variable listings.
|From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking?
This study measures the validity of the mathematics and science coursetaking information reported by high school students by comparing it to information obtained from the NAEP High School Transcript Study (HSTS). The HSTS is an administrative data collection of transcripts belonging to high school graduates who took the NAEP twelfth-grade mathematics and science assessments. The HSTS provides NAEP with an opportunity to compare the official coursework recorded on students’ high school transcripts to their self-reported high school coursetaking and identify any differences. Such differences are important to consider when exploring the relationship between student reported coursetaking and other measures of student educational performance, such as NAEP twelfth-grade assessment scores.
|U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.
This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
|Math course sequences in grades 6–11 and math achievement in Mississippi
The purpose of this study was to examine how students in Mississippi met their mathematics requirements and the extent to which their mathematics sequence is related to student performance and demographic characteristics such as race and ethnicity. The study used data from the Mississippi Department of Education over a six-year period, beginning in 2011/12 and ending in 2016/17. The sample includes all students enrolled in grade 11 in Mississippi public high schools during the 2016/17 school year who had scores on the ACT Mathematics in grade 11 and recorded coursework in grade 6. Sequence analysis was used to summarize and then cluster the mathematics course-taking experience, or mathematics sequence, of these students in grades 6-11. Classification and regression tree analysis facilitated the identification of associations between mathematics sequence, student demographic characteristics, and college-ready performance on the ACT Mathematics in grade 11. Results indicate that membership in a particular mathematics sequence cluster did not improve the classification accuracy of the decision tree predicting risk status over and above the use of student achievement in grade 5 and student race. That these differences have less association with college-ready performance than student grade 5 mathematics achievement suggests a need to focus on prevention efforts before grade 6. Algebra I is often viewed as the gatekeeper course, but it is also possible that mathematics preparation at the elementary level sets a student on the path to taking Algebra I earlier in their mathematics sequence. While this study did not explore the quality of mathematics curriculum and instruction at the secondary level, the results of this study underscore the importance of mathematics instruction at the elementary level.
|Algebra I Coursetaking and Postsecondary Enrollment
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th-graders in 2009. This study follows students throughout their secondary and postsecondary years assessing student trajectories, major fields of study, and career paths. The Base Year collection occurred in 2009, with a First Follow-up in 2012 and a Second Follow-up in 2016. The 2016 survey included questions about when students last took Algebra I and whether they had ever enrolled in postsecondary education by the end of February 2016.
|Paths Through Mathematics and Science: Patterns and Relationships in High School Coursetaking
This report examines mathematics and science coursetaking in high school by providing a description of coursetaking within each of the mathematics and science subject areas in ninth, tenth, eleventh and twelfth grades, as well as by showing the association between early mathematics coursetaking and subsequent science coursetaking.
The report also describes coursetaking in engineering and technology, and the associations between coursetaking in these subject areas and in mathematics and science. The results are based on 2009 high school transcripts that are linked to 2009 NAEP mathematics and science 12th grade assessments.
No studies of enVisionMath that fall within the scope of the Primary Mathematics review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of enVisionMath on the achievement of primary students in kindergarten through grade 6. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
|The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
|Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011-12
This set of Web Tables provides an array of descriptive statistics about undergraduates with nontraditional characteristics enrolled in the 2011-12 academic year. The tables present the percentage and distribution of undergraduates who possess specific nontraditional characteristics by demographic, enrollment, and academic characteristics.
|WWC Review of the Report "Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction"
The 2013 study, Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction, examined the impacts of the fluency and conceptual versions of Fraction Face-Off!, a math instruction program designed to improve knowledge of fractions and decimals in fourth-graders at risk for low mathematics achievement. The program emphasizes the measurement approach to teaching fractions and the use of a number line to represent, compare, and order fractions. For this study, students were randomly assigned to three conditions: a fluency group, a conceptual group, and a comparison group. The analytic sample included 243 students. This well-executed study that meets WWC group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement.
|Ninth-Graders' Mathematics Coursetaking, Motivations, and Educational Plans
This Statistics in Brief uses data from NCES’ High School Longitudinal Study (HSLS:2009) to examine what motivates high school students to take mathematics, and how those motivations vary depending on students’ plans for the year after high school. For students who have the same after-high-school plans, the report also examines how students from different socio-economic backgrounds compare in terms of their mathematics coursetaking and their motivations for coursetaking.
|Web Tables—An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students
These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions students attended, providing a complete 6-year record of students’ coursetaking and credit accumulation. Topics covered in these Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Tables also present credits earned in each year of enrollment and total credits earned by whether students earned a credential.
|High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators
This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009. This report focuses on the contextual data provided by students' parents and school staff.
The analyses examine parents' educational expectations for their ninth-graders as well as savings for postsecondary education; teachers' preparation and experience; and school administrators’ challenges in managing students’ schools across students' socioeconomic and academic backgrounds.
|High School Longitudinal Study of 2009 (HSLS:09): Public-Use Data File
This datafile contains the public-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09).
HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.
|High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation
This documentation contains information necessary to understand and to analyze the base-year data of the High School Longitudinal Study of 2009 (HSLS:09).
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