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America’s High School Graduates
Jack BuckleyCommissionerNational Center for Education Statistics
April 13, 2011 Washington, DC
About the High School Transcript Study (HSTS)
Nationally representative sample of 2009 high school graduates
Coursetaking patterns and grades
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY2
37,700 graduates and their transcripts740 public and private schoolsTranscript collection from June 2009 – January 2010
Trends in coursetaking over time (2009, 2005, 2000, 1998, 1994, 1990)Gender and racial/ethnic differences
Credits
About courses, credits, and GPA
HSTS identifies three types of courses:
HSTS presents information on:
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY4
Core academic (English, mathematics, science, and social studies)Other academic (Fine arts, foreign languages, and computer-related studies)Other (e.g., vocational education, personal health, and physical education)
Average course credits earned (each credit represents 120 hours of classroom instruction)Grade point average (GPA)
More credits earned in…
Graduates earn more course credits
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY5
* Significantly different (p<.05) from 2009.
NOTE: Details may not sum to total because of rounding. Numbers at end of 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 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, 1990–2009.
Core academic Other academicOverall
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY6
Credits increase for all racial/ethnic groups
* Significantly different (p<.05) from 2009.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 1990, 2005, 2009.
All GPAs increase from 1990 to 2009
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY7
Overall GPAs increasedAll course types: GPAs increased since 1990Core and other academic courses: no measureable change in GPAs from 2005 to 2009
* Significantly different (p<.05) from 2009.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009.
HSTS: two perspectives on coursetaking
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY8
Curriculum levels Standard Midlevel RigorousScience, Technology, Engineering, and Mathematics (STEM) coursetaking STEM advanced mathematics STEM advanced science and engineering STEM-related technical
Curriculum
Curriculum Level English Social
Studies Mathematics Science Foreign Language
Standard 4 3 3 3 0
Curriculum levels: course credit requirements
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY10
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS)
Curriculum Level English Social
Studies Mathematics Science Foreign Language
Standard 4 3 3 3 0
Midlevel 4 3 3including
geometry and algebra I or II
3including at least two of biology, chemistry, and
physics
1
Curriculum Level English Social
Studies Mathematics Science Foreign Language
Standard 4 3 3 3 0
Midlevel 4 3 3including
geometry and algebra I or II
3including at least two of biology, chemistry, and
physics
1
Rigorous 4 3 4including
pre-calculus
or higher
3including biology,
chemistry, and physics
3
Since 1990, graduates complete higher level curricula
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY11
Below standard: 35 point Standard: 6 point Midlevel: 20 point Rigorous: 8 point
* Significantly different (p<.05) from 2009.
NOTE: Details may not sum to total because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990–2009.
From 1990 to 2009…
White-Black curriculum gaps
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY12
* Significantly different (p<.05) from 2009.
NOTE: Percent gaps are calculated by subtracting Black from White based on unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009.
White-Hispanic curriculum gaps
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY13
* Significantly different (p<.05) from 2009.
NOTE: Percent gaps are calculated by subtracting Hispanic from White based on unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009.
White-Asian/Pacific Islander curriculum gaps
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY14
* Significantly different (p<.05) from 2009.
NOTE: Percent gaps are calculated by subtracting Asian/Pacific Islander from White based on unrounded numbers.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009.
Science key to attaining a midlevel curriculum
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY15
Among graduates who attained a standard curriculum…
35 percent lacked only science to advance
29 percent lacked more than one requirement, typically science plus another
NOTE: Details may not sum to total because of rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
In 2009…All racial/ethnic groups showed an increase in taking algebra I before high school
More graduates taking algebra I before high school
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY16
* Significantly different (p<.05) from 2009.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005 and 2009.
Curriculum levels and NAEP mathematics
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY17
* Significantly different (p<.05) from next highest curriculum level.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
Race/ethnicity and NAEP mathematics
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY18
Completing a rigorous curriculum does not eliminate gaps in NAEP mathematics performance
* Significantly different (p<.05) from White graduates.
‡ Reporting standard not met.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
Gender and NAEP mathematics
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY19
Males completing a rigorous curriculum earned higher NAEP mathematics scores than females
* Significantly different (p<.05) from males.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
A Closer Look
Courses
STEM Advanced Mathematics
Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus
STEM Advanced Science and Engineering
Advanced biology, chemistry, advanced environmental/earth science, physics, and engineering
Courses
STEM Advanced Mathematics
Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus
Courses
STEM Advanced Mathematics
Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus
STEM Advanced Science and Engineering
Advanced biology, chemistry, advanced environmental/earth science, physics, and engineering
STEM-related Technical Engineering/science technologies, health/science technology, and computer science
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY21
Definition of STEM courses
Adapted from Laird, J., Alt, M., and Wu, J. (2009). STEM Coursetaking Among High School Graduates, 1990-2005. Washington, DC: MPR Associates, Inc.
Definition was modified for 2009 HSTS to incorporate new CSSC codes.
STEM advanced mathematics coursetaking
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY22
In 2009…Overall: females exceed
males Algebra II and pre-
calculus/analysis: females exceed males
Calculus and other advanced mathematics: no gender differences
•Significantly different (p<.05) from males.
NOTE: “Other advanced mathematics” includes primarily trigonometry, and statistics/probability courses.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
STEM advanced science/engineering coursetaking
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY23
•Significantly different (p<.05) from males.
NOTE: “Advanced biology” courses include AP/IB biology, physiology, anatomy, and genetics. “Advanced environmental/earth science” courses include AP/IB environmental science, college preparatory earth science, and various geology courses.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
In 2009…Females earned more
credits overallAdvanced biology and
chemistry: Females exceed males
Physics and engineering: Males exceed females
STEM-related technical coursetaking
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY24
•Significantly different (p<.05) from males.
NOTE: “Engineering/science technologies” courses focus on instrumentation, equipment maintenance, and other technical tasks conducted in engineering and science-related occupations.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
In 2009…Overall: Males exceed
females Engineering/science
technologies and computer science: Males exceed females
Health science/technology courses: Females exceed males
In 2009…AP/IB mathematics: Asian/Pacific Islanders exceed other race/ethnic groupsAP/IB science: Asian/Pacific Islanders exceed other race/ethnic groups
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY25
Race/ethnicity and AP/IB coursetaking
* Significantly different (p<.05) from White graduates.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY26
Gender and AP/IB coursetaking
In 2009…AP/IB mathematics: no gender differencesAP/IB science: Females exceed males in coursetaking
* Significantly different (p<.05) from males.
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.
THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY27
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