Grade 12 and High School Transcript Study slideshow, Short version

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Todays Presentations
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The Nations Report Card 2005 Assessments at
Grade 12
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Significantly different (p lt .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,
19922005 Reading Assessments.
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Significantly different (p lt .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,
19922005 Reading Assessments.
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Significantly different (p lt .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, 19922005 Reading
Assessments.
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Significantly different (p lt .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,
19922005 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.
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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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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

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Graduates earned more credits than previous
graduates

• Graduates earned more credits in
• core courses
• other academic courses

but did not earn more credits in other 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, 19902005.
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Curriculum Levels

• 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

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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, 19902005.
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The pattern for mathematics coursetaking is, in
large part,set in the freshman year
PERCENT COMPLETING SPECIFIC COURSE BY END OF HIGH
SCHOOL
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.
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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.
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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.
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Males earned higher NAEP mathematics scores than
females completing the same level of mathematics
courses

• Males 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.
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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, 19902005.
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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, 19902005.
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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.
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• White graduates outperformed Hispanic graduates
  completing the same mathematics course on average
  NAEP mathematics assessment

White
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.
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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.
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For More Information

• http//nationsreportcard.gov

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