Search Results: (16-30 of 163 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2019417 | Considerations for Using the School Courses for the Exchange of Data (SCED) Classification System in High School Transcript Studies: Applications for Converting Course Codes from the Classification of Secondary School Courses (CSSC)
The National Center for Education Statistics (NCES) began collecting high school transcripts with the High School and Beyond (HS&B) longitudinal study of students who were in the 10th grade in 1980. NCES has continued to collect transcripts for a secondary-level cohort in each subsequent decade. This report describes the two high school course coding systems used by NCES and the development of a crosswalk that allows data coded with the first system to be translated into the second system. It then provides tables with estimates generated using the two different systems. |
9/20/2019 |
| REL 2019007 | 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. |
8/9/2019 |
| NCES 2019430 | Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013
Advanced Placement (AP), International Baccalaureate (IB), and dual-enrollment courses are generally regarded as academically rigorous courses for high school students. These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. They use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09). |
8/1/2019 |
| NCES 2019046 | Development of the 2018 Secondary School Course Taxonomy
This report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript coursetaking data that have been coded using the School Courses for the Exchange of Data (SCED). The SSCT aggregates the SCED-coded courses into 20 subject fields that align with how NCES has traditionally reported on career and technical education. |
7/23/2019 |
| NCES 2019038 | Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education. |
2/20/2019 |
| NCES 2018070 | Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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. |
1/30/2019 |
| NCES 2019031 | Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report, NCES 2019-031
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions. The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected. |
1/18/2019 |
| NCES 2018138 | Mobile Digest of Education Statistics. 2017
This publication is a mobile compilation of statistical information covering education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2017. |
8/28/2018 |
| NCES 2018118 | 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. |
6/19/2018 |
| NCES 2017094 | Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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. |
2/20/2018 |
| REL 2018276 | Advanced course offerings and completion in science, technology, engineering, and math in Texas public high schools
The purpose of this study was to explore advanced STEM course offerings in Texas high schools and advanced STEM course taking among high school students to investigate variation in availability and enrollment for different school contexts and student groups. Using statewide longitudinal student records from 2007/08 to 2013/14 the research team examined patterns of course offerings using descriptive statistics from more than 1,500 public high schools in Texas, and student course completion patterns for close to one million students. Analyses revealed that access to advanced STEM courses in Texas has increased over this time period for schools in all locales, for schools with high and low proportions of economically disadvantaged students, and for schools with high proportions of minority students. High schools in urban and suburban areas and schools serving the highest proportions of Black and Hispanic students offered the greatest number of advanced STEM courses. In fact, a larger proportion of Hispanic and Black students in the state attended schools with the highest number of advanced STEM course offerings, compared to White students. However, despite this access to advanced STEM coursework, smaller proportions of Hispanic and Black students completed three or more advanced STEM courses than their White counterparts, even among a subgroup of high performing students based on math state standardized test scores in 8th grade. The findings from this study show that while Hispanic and Black students do lag White students in advanced STEM course completion, it is likely not because of lesser access to these courses. These findings point to a need for increasing Hispanic and Black student enrollment in those advanced courses and identifying mechanisms other than increasing course offerings to do so. |
10/25/2017 |
| REL 2018278 | Advanced course completion rates among New Mexico high school students following changes in graduation requirements
In an effort to promote college and career readiness, the state of New Mexico passed a law in 2008 requiring high school students to complete at least one unit of advanced coursework (for example, Advanced Placement [AP], gifted and talented, honors, and International Baccalaureate courses) in order to graduate. The purpose of this was to study examine the completion of advanced coursework during the period following the legislative change for all high school students in New Mexico who were freshmen in 2009/10, 2010/11, and 2011/12 and were in a New Mexico high school for four years. Descriptive statistics were used to examine differences by student subgroups (White, Hispanic, and American Indian students) and other characteristics (student performance on the 8th grade standards-based exam, free-reduced price lunch status, and English learner status), and by school characteristics (school size, school performance rating, Title I status, and urbanicity). The study finds that over 56 percent of students in New Mexico completed one or more advanced courses in high school. Results indicate that a higher percentage of White students completed one or more advanced courses than Hispanic and American Indian students. This gap in course completion across racial and ethnic groups was smaller, though persisted, when examining high-performing students. Results show that a higher percentage of students in larger schools completed one or more advanced courses than in smaller schools, and this gap persisted even when examining high-performing students. Education agencies could improve supports aimed at increasing advanced course access (for example, staff development efforts, teacher quality, and paying AP exam fees) and the supply of advanced course offerings in schools with low advanced course completion rates in order to help improve advanced course participation and completion rates. |
10/3/2017 |
| REL 2018277 | Graduation exam participation and performance, graduation rates, and advanced course-taking following changes in New Mexico graduation requirements, 2011–15
New Mexico students who were in grade 9 in 2009/10 and were expected to graduate in 2013 were the first cohort to be required to meet increased math and science course requirements and to take a new graduation exam. The purpose of this study was to describe graduation exam performance of the 2011–2015 cohorts, enrollment in Algebra II and lab science for the 2014–2015 cohorts, and the relationship of exam performance and enrollment with graduation outcomes. Grade 11 and 12 exam results for five cohorts of students–2011 cohort through 2015 are compared. Among students who took an exam in grade 11, the percentages who scored proficient or above on the reading, math, and science components of the exams by grade 12 are compared across cohorts and by gender, race/ethnicity, free or reduced-price lunch eligibility status, and English learner status. Percentages of student subgroups in cohort 2014 and cohort 2015 who took Algebra II and two lab sciences are also compared. The report describes the percentage of students in different subgroups who go on to graduate for those with various levels of performance on the exams and for those who are and are not taking Algebra II and two lab science courses. The results indicate that among students who stayed in school to grade 11, more scored proficient or higher on the math and science components of the graduation exam than before the change in requirements. The increase in proficiency rates for reading, math, and science between 2011 and 2015 was particularly large for Hispanic students and low for Native American students. Among those who stayed in school for four years, the percentage of students enrolling in Algebra II and two lab science courses increased between the 2014 cohort and the 2015 cohort, and Native American students in these cohorts had the highest rates of enrollment in these courses. Students who were proficient in more sections of the exam and students who took Algebra II and two lab science courses had higher rates of graduation than other students. The overall direction of change is positive on these measures, but differences were found in exam performance, course enrollment, and related graduation outcomes by subgroups. These differences may have implications for targeting resources and services for students most in need of support for staying in school and fulfilling requirements necessary to graduate. |
10/3/2017 |
| NCES 2017051 | Status and Trends in the Education of Racial and Ethnic Groups 2017
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education. |
7/18/2017 |
| NCES 2016014 | Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of 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. |
12/8/2016 |
Page 2
of 11