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About the 2000 HSTS Tabulations Report Tables

The tables in the NAEP 2000 High School Transcript Study (HSTS) Tabulations Report present data from six separate data collections, including student demographics, course-taking patterns, and achievement. The data cover many areas, as described below. A table index, including links, is also available.

The tables present a wide variety of school course-taking information from the 1982 High School and Beyond (HS&B) study and all five NAEP HSTS studies. Data tables that list NAEP scale scores, such as tables 20 to 23 and tables 42 to 51, present 2000 HSTS data only. Data tables that list percentages of graduates earning a predefined number of course credits, such as tables 14 to 18 and tables 24 to 29, present each assessment year's data in a separate table. Tables 6 and 32, which present mean grade point average (GPA) information, do not contain any data from the HS&B 1982 study, since the GPA data could not be converted into the four-point scale used in the HSTS.

With two exceptions, all of the 2000 HSTS tabulations provide weighted estimates. Tables 1 and 3 provide unweighted demographic counts of the assessment samples and are not directly related to course-taking patterns. Tables that display data from multiple studies also contain standard errors of each estimate so that tests of statistical significance can be performed.

There are 14 types of tables presented in this report. Some of the tables stand alone, while others are in a series:

  • Tables 1 through 4 display the distribution of high school graduates by various school and student demographic characteristics.

  • Table 5 displays the mean number of course credits earned by subject field.

  • Table 6 displays the mean student GPA earned by subject field.

  • Tables 7 through 13 display trends in the percentages of high school graduates who earned at least a minimum of core course curriculum credits, by various school and student demographic characteristics.

  • Tables 14 through 18 display trends in the percentages of high school graduates who earned at least a minimum of core course curriculum credits, by various state laws that govern graduation requirements, for each of these years: 2000, 1998, 1994, 1990, and 1987.

  • Table 19 displays trends in the differences between percentages of high school graduates who earned at least a minimum of core course curriculum credits.

  • Tables 20-A through 23 display correlations of NAEP 2000 mathematics and science scores of high school graduates with various measures, by various school and student demographic characteristics.

  • Tables 24 through 29 display the percentages of high school graduates who earned various numbers of course credits in various subject fields, for each of these years: 2000, 1998, 1994, 1990, 1987, and 1982.

  • Tables 30-A through 30-P display the percentage of graduates who earned various numbers of course credits in various subject fields and for various school and student demographic characteristics in 2000.

  • Tables 31-A through 31-P display trends in the mean number of course credits earned by high school graduates in various subject fields and for various school and student demographic characteristics.

  • Tables 32-A through 32-P display trends in the mean GPA of high school graduates in various subject fields and for various school and student demographic characteristics.

  • Tables 33-A through 41-E display trends in the percentages of high school graduates who earned a minimum of course credits in various subject fields and for various school and student demographic characteristics.

  • Tables 42 through 51 display the mean NAEP 2000 mathematics and science scores of high school graduates by course credits earned and various school and student demographic characteristics.

  • Tables 52-A through 52-P display the estimated number of graduates receiving credits in all courses listed in the Classification of Secondary School Courses (CSSC).


Last updated 20 June 2007 (MH)

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National Center for Education Statistics - http://nces.ed.gov
U.S. Department of Education