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|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.
|WWC IRCELQ06||Lions Quest—Skills for Action
Skills for Action, a program to build positive character values and life and citizenship skills for students in grades 9–12, includes classroom lessons and service learning. The program, with more than 100 lessons focused around 26 personal, social, and thinking skills, ranges from one semester to four years in length. Students explore personal stories highlighting values and behavior through teachers’ questions and group discussion and resource pages in the curricular materials. For service learning, students perform school-based or community-based projects and reflect on their experiences. Optional components include a student magazine, an Advisory Team, and supplemental units on drug use prevention. A related program is reviewed in the What Works Clearinghouse (WWC) intervention report on Skills for Adolescence.
|WWC IRCEVL06||Voices Literature and Character Education (Voices LACE)
Voices Literature and Character Education Program (Voices LACE; formerly known as Voices of Love and Freedom and Literacy and Values) is a K–12 program that aims to promote positive character and citizenship values, literacy skills, and social skills. The program contains a curriculum that can be used over any length of time. During classroom lessons, students read books about such everyday issues as ethnic discrimination, fighting, and bullying, and elaborate on central themes through role-playing and discussions practiced in school and at home. Emphasis is given to promoting caring relationships between teachers and students and among students and to connecting the values taught through students’ personal stories. Voices LACE may also be implemented as a schoolwide improvement program. Optional components of the program include schoolwide events and restructuring of school organization and practices (establishing student assemblies and creating small learning communities), parental involvement (home visits and family nights), and community support (joint campaigns with supporting organizations and business).
|WWC IRCEDV06||Too Good for Drugs and Violence (TGFD & V)
Too Good for Drugs and Violence is designed to promote high school students’ prosocial skills, positive character traits, and violence- and drug-free norms. The curriculum consists of 14 core lessons and an additional 12 lessons that can be infused into other subject areas (such as English, science, and social studies). Students engage in role-play and cooperative learning activities and are encouraged to apply the skills to different contexts.
|WWC IRCEFH06REV||Facing History and Ourselves
Facing History and Ourselves aims to promote core character education values and to help middle and high school students develop moral reasoning skills. Students examine historical events, in particular the events that led to World War II and the Holocaust. Teachers participate in professional development seminars and apply the content and approaches to their own teaching or school program. Facing History and Ourselves also includes schoolwide components (such as guest speakers and videos), an optional part of the program evaluated.
|WWC IRCEBDS06REV||Building Decision Skills
Building Decision Skills aims to raise middle and high school students' awareness of ethics, help them gain practical experience in developing core values, and give them practical strategies for dealing with ethical dilemmas. Building Decision Skills consists of 10 lessons that can fill two consecutive weeks of daily lessons or be drawn out over a longer period. Using readings, handouts, and overheads, the teacher covers key concepts. Students are encouraged to think about the key concepts through small-group activities, class discussions, and homework assignments. The program also includes schoolwide components (such as group discussions, seminars, and assemblies). And it can be combined with service learning.
|WWC IRCECK06||Connect with Kids
Connect with Kids aims to promote prosocial attitudes and positive behavior of elementary (grades 3–5) and secondary (grades 6–12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The classroom curriculum is reinforced by a website component and a schoolwide and community outreach components. The program can be incorporated into an existing curriculum or used as a standalone program. The school or teacher decides on the number of character traits covered in each session, so the program duration may vary from one semester to an entire academic year. Connect with Kids aims to promote prosocial attitudes and positive behavior of elementary (grades 3–5) and secondary (grades 6–12) school students by teaching core character values. Lesson plans include videos, story summaries, discussion questions, student games, and activities for both core and supplemental character traits. The classroom curriculum is reinforced by a website component and a schoolwide and community outreach components. The program can be incorporated into an existing curriculum or used as a standalone program. The school or teacher decides on the number of character traits covered in each session, so the program duration may vary from one semester to an entire academic year.
|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.
|NCES 200303||Education Longitudinal Study: 2002 Field Test Report
This report provides an overview of the field test for the base year of ELS:2002. The report is divided into an introduction and seven chapters. Additional material is contained in five appendices. The seven chapters cover the following topics: 1) Field test preparation (sampling and instrumentation); 2) Securing cooperation; 3) Data collection activities; 4) Survey control and data processing; 5) Analysis of Student Survey Results; 6) Analysis of School, Teacher, Library Survey, and Facilities results; and 7) Analysis of Parent Survey results.
|IES 1982218||A Classification of Secondary School Courses
Intended for use in collecting data on secondary school course offerings, this inventory of courses taught nationwide at the secondary level is organized in a classified arrangement. Each course is identified by a six-digit numerical code. The inventory of course titles was developed from three major sources--a sample of 52 public and private secondary school catalogs dated 1979 through 1981; statewide course lists from California, Washington, and Illinois; and recommendations from a panel of experts in secondary school curricula. The inventory includes instructions on its use and information about special features, a list of instructional program categories, cross references for closely related programs, and a title index. Courses are classified under 30 headings.
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