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Today’s Presentations : Today’s Presentations
The Nation’s Report Card: 2005 Assessments at Grade 12 : The Nation’s Report Card: 2005 Assessments at Grade 12
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Slide6 : * 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. 6
Slide7 : 7 * 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.
Slide8 : * 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. 8
Slide9 : 9 * 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.
Slide12 : 12 SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment.
Slide13 : 13 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.
Slide14 : SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2005 Mathematics Assessment. 14
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National study representing 2.7 million 2005 high school graduates : 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 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. but did not earn more credits in other courses
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 Curriculum Levels
More graduates completed at least a standard curriculum : 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.
The pattern for mathematics coursetaking is, in large part, set in the freshman year : * 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
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Graduates taking calculus or advanced mathematics courses have higher average NAEP mathematics scores : 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 : 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.
Males earned higher NAEP mathematics scores than females completing the same level of mathematics courses : 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 : 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.
The 2005 gap between White and Hispanic graduates completing curricula at or above midlevel was not different from 1990 : The 2005 gap between White and Hispanic graduates completing curricula 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.
White graduates had higher average NAEP mathematics scores than Black graduates completing the same mathematics course : White graduates had higher average NAEP mathematics scores than 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.
Slide31 : 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
Slide32 : 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.
For More Information : For More Information http://nationsreportcard.gov
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