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-------- ACHIEVEMENT INDICATORS -------- International Achievement in Mathematics and Science Reading Achievement Mathematics Achievement -------- OTHER INDICATORS -------- Dropout Rates Public School Revenues and Expenditures School Crime and Safety High School Transcripts, 2005 Bachelor's Degree Recipients, 10 Years Later -------- PAST INDICATORS -------- Dropout Rates, 2005 International Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy Public School Revenues and Expenditures Mathematics Achievement Reading Achievement Dropout Rates Computer and Internet Use High School Career and Technical Education (CTE) Students Food and Exercise in Elementary Schools Trends in Adult Literacy First Generation Students in Postsecondary Education Mathematics Achievement Reading Achievement The High School Senior Class of 2004 Trends in Academic Progress Dropout Rates 2002 Dual Credit in U.S. Public High Schools Gender Differences in Postsecondary Education School Crime and Safety, 2002 International Comparisons in Science and Math Trends in Education Equity of Girls and Women Full-day and Half-day Kindergarten Reading Achievement Mathematics Achievement Dropout Rate 2001 Trends in Academic Progress International Comparisons in Reading Literacy Postsecondary Enrollment of Language Minorities Volunteer Service Civics Achievement Geography Achievement History Achievement Science Achievement Writing Achievement The High School Transcript Study Postsecondary Remedial Education Student Victimization Out-of-Field Teaching Postsecondary Attainment School Crime and Safety, 2001 Internet Access

The High School Senior Class of 2004

This indicator presents national data on high school seniors in 2004 from the First Follow-up of the Education Longitudinal Study of 2002 (ELS:2002). In particular, this indicator examines 12th-grade senior cohort tested achievement in mathematics and expected educational attainment. These aspects are further examined by a select number of student characteristics.

Mathematics Achievement

The ELS:2002 First Follow-up included an assessment of students' performance in mathematics. The test was designed to measure the achievement status of 12th-graders at both the individual and group levels. This indicator employs a score that allows achievement to be understood in terms of specific levels of skill mastery. The math levels are (1) simple arithmetical operations with whole numbers; (2) simple operations with decimals, fractions, powers, and roots; (3) simple problem solving, requiring the understanding of low-level mathematical concepts; (4) understanding of intermediate-level mathematical concepts and/or multistep solutions to word problems; and (5) complex multistep word problems and/or advanced mathematics material. Table 1 summarizes these findings. About 96 percent of the senior cohort in 2004 were able to perform simple arithmetical operations with whole numbers, and 79 percent were able to perform simple operations with decimals, fractions, roots, and powers (table 1 and figure 1). Some 62 percent were capable of simple problem solving in mathematics, and about a third (35 percent) showed an understanding of intermediate-level mathematical concepts. At the highest level, about 4 percent exhibited a mastery of complex multistep word problems and advanced mathematics. Among the senior cohort in 2004, higher postsecondary educational expectations were associated with higher levels of math performance (table 1). However, 63 percent of seniors who expected to earn a 4-year college degree and 47 percent of seniors who expected to earn a professional degree did not exhibit a mastery of level 4 (understanding of intermediate-level mathematics concepts). In fact, 32 percent and 20 percent, respectively, had not mastered level 3 (simple problem solving requiring the understanding of low-level mathematical concepts).

Figure 1. Percentage of high school seniors, by mathematics mastery level: 2004

NOTE: Mastery is reported at the group level by calculating the mean of the probability scores in the given area. Since the means are on a decimal scale between 0 and 1, they represent the proportions of members of a subgroup falling within a performance level.

SOURCE: Figure 1 in U.S. Department of Education, National Center for Education Statistics, A Profile of the American High School Senior in 2004, NCES 2006-348, by Steven J. Ingels, Michael Planty, and Robert Bozick. Washington, DC: 2005.

Educational Attainment: Seniors' Expectations

The ELS:2002 first follow-up survey asked seniors about their expectations for the amount of education they were likely to attain in their life. Overall, about 69 percent of the senior cohort expected to complete college with a 4-year degree or higher (34 percent expected to stop with a 4-year college degree, and 35 percent expected to go on to complete a postbaccalaureate graduate or professional program) (table 2). Another 18 percent expected to complete a 2-year postsecondary program or at least attend college. Among the senior cohort in 2004, a greater percentage of seniors with higher math test scores than seniors with lower math test scores expected to earn a graduate or professional degree (58 percent versus 33 and 16 percent) (table 2).

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