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 Pub Number  Title  Date
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 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 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
NCES 2007065 Findings from the Condition of Education 2007: High School Coursetaking
This report contains a special analysis that is republished from the Condition of Education 2007 in a booklet form. This analysis presents key findings from the high school transcript studies on high school coursetaking.
5/31/2007
NCES 2006338 Education Longitudinal Study of 2002: First Follow-up Transcript Component Data File Documentation (Restricted Use)
This Data File Documentation reports on the procedures and methodologies employed in the Transcript Component of First Follow-up to the Education Longitudinal Study of 2002 (ELS:2002). The document is designed to provide guidance for users of the transcript data as released in Electronic Codebook (ECB) format (NCES 2006-351). Included in the documentation are the following: an overview of the transcript data collection and other components of ELS:2002, description of the transcript sample and how the transcripts were collected, the methods employed in coding and classifying the transcripts, description of the transcript weights and guidance on their use, non-response bias analysis results; estimates of the complex sample design effects, and an overview of data file structure and contents. In addition, there are a number of appendices that provide detailed technical information about topics including how to make cross-cohort comparisons; descriptions of the student, course, school, and course offerings data files; and the course classification scheme employed.
12/8/2006
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 2006071 The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. 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 2006 print edition includes 50 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.
6/1/2006
NCES 2006011 Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study
This Statistical Analysis report presents findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. A CD-ROM of video clips illustrating key factors examined in the study accompanies the report.
4/4/2006
NCES 2006017 Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. The report is accompanied by a CD-ROM of video clips illustrating key factors examined in the study.
4/4/2006
NCES 2005094 The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. 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 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2005
NCES 2005095 The Condition of Education in Brief 2005
The Condition of Education 2005 in Brief contains a summary of 19 of the 40 indicators in The Condition of Education 2005. The topics covered include: public and private enrollment in elementary/secondary education, the racial/ethnic distribution of public school students, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading and mathematics, international comparisons of mathematics literacy, annual earnings of young adults by education and race/ethnicity, status dropout rates, immediate transition to college, availability of advanced courses in high school, inclusion of students with disabilities in regular classrooms, school violence and safety, faculty salary and total compensation, early development of children, expenditures per student in elementary and secondary education, and public effort to fund postsecondary education.
6/1/2005
NCES 2004076 The Condition of Education in Brief 2004
The Condition of Education 2004 in Brief, contains a summary of 19 of the 38 indicators in The Condition of Education 2004. The topics covered include: trends in full- and half-day kindergarten enrollments, the concentration of enrollment by race/ethnicity and poverty, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading, writing, and mathematics, the percentage of youth neither enrolled or working, event dropout rates, degrees earned by women, trends in science and mathematics coursetaking, out-of-field teaching by school poverty, parental choice of schools, remedial coursetaking in postsecondary education, distance education in postsecondary education, expenditures per student in elementary and secondary education, and the financial aid awarded to students by postsecondary institutions.
6/1/2004
NCES 2004077 The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. 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 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels.
6/1/2004
NCES 2004455 The High School Transcript Study: A Decade of Change in Curricula and Achievement, 1990-2000
This report presents findings from the 2000 High School Transcript Study (HSTS 2000) and examines the trends and changes in high school curriculum and student coursetaking patterns for the past decade. This publication allows policymakers, researchers, education agencies, and the public to examine the current status of the curricula being offered in public and non-public high schools. The HSTS 2000 collected 20,931 transcripts of students graduating from 277 American high schools. Results from the HSTS 2000 are presented with respect to earned course credits, grade point average, and education achievement, as measured by the National Assessment of Educational Progress 2000 Mathematics and Science assessments. In addition, results are compared across the four High School Transcript Studies between 1990 and 2000 (HSTS 1990, HSTS 1994, HSTS 1998, and HSTS 2000). Findings are presented throughout the report by selected student and school characteristics, including student gender, student race/ethnicity, school type (public vs. nonpublic), and region of the country.
3/25/2004
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