Post on 05-Jan-2016
THE 2005 NAEP HIGH SCHOOL TRANSCRIPT STUDY
THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Today’s Presentations
The Nation’s Report Card: 2005 Assessments at Grade 12
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* Significantly different (p < .05) from 2005.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2005 Reading Assessments.
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* Significantly different (p < .05) from 2005.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2005 Reading Assessments.
* Significantly different (p < .05) from 2005.1 Sample sizes were insufficient to permit a reliable estimate for American Indian/Alaska Native students in 1992, 1998, and 2002. NOTE: Race categories exclude Hispanic origin.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2005 Reading Assessments.
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* Significantly different (p < .05) from 2005.NOTE: Score gaps are calculated based on differences between unrounded average scores.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2005 Reading Assessments.
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SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment.
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SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment.
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NOTE: Race categories exclude Hispanic origin.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment.
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THE 2005 NAEP HIGH SCHOOL TRANSCRIPT STUDY
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
National study representing 2.7 million 2005 high school graduates
based on 26,000 transcripts
over 700 public and private schools
The 2005 NAEP High School Transcript Study (HSTS) examines coursetaking patterns and grades trends over time
demographic differences
associations with NAEP achievement
THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Graduates earned more credits than previous graduates
Graduates earned more credits in… core courses other academic courses
* Significantly different from 2005.
NOTE: Details may not sum to total because of rounding. Numbers above the bars represent total credits. Core credits are English, mathematics, science, and social studies.
Other academic credits are fine arts, foreign languages, and computer-related studies. Other credits include all other courses such as vocational education, personal health,
and physical education.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990—2005.
Core credits Other academic credits Other credits
but did not earn more credits in other courses
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Standard: 4 credits – English; 3 each - social studies, mathematics, and science
Midlevel: Standard credits plus more challenging requirements for mathematics and science, and a foreign language requirement
Rigorous: Midlevel plus additional credits for mathematics
and foreign language
Curriculum Levels
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Standard Midlevel Rigorous
More graduates completed at least a standard curriculum
* Significantly different from 2005.
NOTE: Details may not sum to total because of rounding. Numbers above the bars represent the percentage completing at least a standard curriculum.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990—2005.
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
* Significantly different from below algebra I.
NOTE: Advanced mathematics includes courses, other than calculus, that are generally taken after algebra II (e.g., AP statistics and precalculus).
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005.
The pattern for mathematics coursetaking is, in large part,set in the freshman year
PERCENT COMPLETING SPECIFIC COURSE BY END OF HIGH SCHOOL
Geometry
Algebra IIAdvanced
mathematics/
calculus
THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Graduates taking calculus or advanced mathematics courses have higher average NAEP mathematics scores
Graduates taking physics or other advanced science courses have higher average NAEP science scores
* Significantly different from next highest level completed.
NOTE: Advanced mathematics includes courses, other than calculus, that are generally taken after algebra II (e.g., AP statistics and precalculus). Advanced science courses are science courses
typically taken after physics (e.g., AP physics and IB chemistry).
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005.
THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Females completed more midlevel and rigorous curricula than males
* Significantly different from males.
NOTE: Details may not sum to total due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 1990 and 2005.
Rigorous
Midlevel
Standard
Less than standard
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Males earned higher NAEP mathematics scores than females completing the same level of mathematics coursesMales had higher NAEP science scores than females completing the same level of science courses
* Significantly different from males.
NOTE: Advanced mathematics includes courses, other than calculus, that are generally taken after algebra II (e.g., AP statistics and precalculus). Advanced science courses are science courses
typically taken after physics (e.g., AP physics and IB chemistry).
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005.
Male Female
THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
Black graduates closed a 6 percentage point gap with White graduates in the percent completing a curriculum level at or above midlevel since 1990
* Significantly different from 2005.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990—2005.
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
The 2005 gap between White and Hispanic graduates completingcurricula at or above midlevel was not different from 1990
* Significantly different from 2005.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990—2005.
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
White graduates had higher average NAEP mathematics scoresthan Black graduates completing the same mathematics course
* Significantly different from White graduates.
‡ Insufficient sample size for reliable estimate.
NOTE: Advanced mathematics includes courses, other than calculus, that are generally taken after algebra II (e.g., AP statistics and precalculus).
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005.
White
Black
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
White graduates outperformed Hispanic graduates completing the same mathematics course on average NAEP mathematics assessment
* Significantly different from White graduates.
‡ Insufficient sample size for reliable estimate.
NOTE: Advanced mathematics includes courses, other than calculus, that are generally taken after algebra II (e.g., AP statistics and precalculus).
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005.
White
Black
Hispanic
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THE 2005 HIGH SCHOOL TRANSCRIPT STUDY
White
Asian/Pacific Islander graduates outperformed both Black and Hispanic graduates
* Significantly different from White graduates.
‡ Insufficient sample size for reliable estimate.
NOTE: Advanced mathematics includes courses, other than calculus, that are generally taken after algebra II (e.g., AP statistics and precalculus).
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005.
Hispanic
Asian/Pacific
Islander
Black