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|NCES 2014359||High School Longitudinal Study of 2009 (HSLS:09) First Follow-up Restricted-use Data File
HSLS:09, the most recent of the secondary school longitudinal studies sponsored by NCES, follows a nationally-representative cohort of students who were in 9th grade in the fall of 2009. The first follow-up of HSLS:09 was conducted approximately two and a half years after the base year collection, in 2012. This newest wave includes data provided by students and their parents, math and science teachers, and school staff—both administrators and counselors. HSLS:09 emphasizes math and science as well as preparation for postsecondary education and the first follow-up features the following innovations: (1) HSLS:09 collected data from administrators in schools to which HSLS students transferred between fall of 2009 and 2012; (2) School counselor input on school programs available to students and families for postsecondary education and career planning was collected; and (3) The mathematics assessment added two new difficulty levels so that student growth in college preparatory math subjects could be studied.
|NCES 2014360||High School Longitudinal Study of
2009 (HSLS:09) First Follow-up:
A First Look at Fall 2009 Ninth-Graders in 2012
This First Look introduces new data from the High School Longitudinal Study of 2009 collected in the spring of 2012 when most sample members were in their 11th-grade year. The analyses examine students’ educational expectations; students’ math performance on an algebra assessment, including gains since the 9th grade; students’ math and science efficacy; and students’ initial planning for postsecondary educational application and enrollment.
|NCEE 20124033||Improving Adolescent Literacy Across the Curriculum in High Schools (Content Literacy Continuum, CLC)
For report NCEE 2013-4001 Lessons in Evaluation of the Content Literacy Continuum: Report on Program Impacts, Program Fidelity, and Contrast http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=34.
This data file contains data from a study that examines the impact of the Content Literacy Continuum (CLC) on high school students' reading comprehension and accumulation of course credits in core subject areas. CLC combines instructional routines and learning strategies developed by the University of Kansas Center for Research on Learning. The study found no statistically significant impacts of CLC on either reading comprehension or credit accumulation in core subjects. The study used a randomized design and involved 33 high schools in nine school districts in four Midwestern states. This sample includes 7,365 grade 9 students from year 1; in year 2, the school records sample includes 7,951 grade 9 students and 8,514 grade 10 students.
|NCEE 20134001||Evaluation of the Content Literacy Continuum: Report on Program Impacts, Program Fidelity, and Contrast
This study examines impacts of the Content Literacy Continuum (CLC) on high school students' reading comprehension and accumulation of credits in core subject areas. The Content Literacy Continuum (CLC) combines whole-school and targeted approaches to supporting student literacy and content learning, using instructional routines and learning strategies developed by the University of Kansas Center for Research on Learning. The study used a randomized design and involved 33 high schools in nine school districts within four Midwestern states. The study found no statistically significant impacts of CLC on reading comprehension or accumulation of core credits.
|NCES 2012025||Characteristics of GED Recipients in High School: 2002–06
This Issue Brief uses the Education Longitudinal Study of2002 to compare the demographics, high school experiences, and academic achievement of 10th graders who four years later were GED recipients, high school graduates or high school dropouts.
|REL 2011102||How Student and School Characteristics are Associated with Performance on the Maine High School Assessment
Using multilevel regression models to examine how student characteristics, student prior achievement measures, and school characteristics are associated with performance on the Maine High School Assessment, the study finds statistically significant relationships between several of these variables and assessment scores in reading, writing, math, and science.
|NCES 2010204||Getting Ready for College: Financial Concerns and Preparation Among the High School Senior Class of 2003−04
These Issue Tables draw on data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which parents and students were concerned about college affordability and financial aid availability. The tables also examine whether parents made financial preparations to pay for their children’s education and whether students applying to college also applied for financial aid and, if not, their reasons for not applying. The tables present estimates for all students and by a wide range of student, family, and high school characteristics.
|NCES 2010203||The High School Senior Class of 2003−04: Steps Toward Postsecondary Enrollment
This set of Issue Tables draws upon data from the Education Longitudinal Study of 2002 (ELS:02) to examine the extent to which students in the senior class of 2003−04 took various steps toward postsecondary enrollment. These steps include preparing for and taking college entrance tests, seeking information about college entrance requirements, and applying for college admission. The tables present estimates for all students and by a wide range of student, family, and high school characteristics.
|NCES 2010170REV||Postsecondary Expectations and Plans for the High School Senior Class of 2003−04
This set of Issue Tables draws on data from the Education Longitudinal Study of 2002 (ELS:2002) to highlight the postsecondary expectations and plans of the senior class of 2003−04. These tables examine the highest level of education that students expected to attain and that parents expected their children to attain; look at students’ postsecondary plans after high school; explore various reasons that some students do not plan to enroll in college; reveal how frequently students discussed going to college with their parents; and show the number of their friends who plan to attend a 2- or 4-year college after high school. Estimates in all tables are presented for all students and by a wide range of student, family, and high school characteristics.
|NCES 2010169||Academic Preparation for College in the High School Senior Class of 2003−04
This set of issue tables uses data from the Education Longitudinal Study of 2002 (ELS:2002) to look at the academic preparation for college among the 2003−04 high school senior class. Indicators of academic preparation include academic coursetaking, Advanced Placement (AP) or International Baccalaureate (IB) coursetaking, grades, mathematics performance, high school completion status, and college remediation. The tables show various indicators for all students and by a wide range of student, family, and high school characteristics.
|NCES 2003348||CD-Rom: NELS:88/2000 Restricted Use Data Files and Electronic Codebook
Base year through Fourth follow-up. Request this file if you plan to study NELS:88 survey respondents for the period 1988 to 2000.
|NCES 195426|| High School and Beyond Fourth Follow-Up Methodology Report. Technical Report.
This report describes and evaluates the methods, procedures, techniques, and activities that produced the fourth (1992) follow-up of the High School and Beyond (HS&B) study. HS&B began in 1980 as the successor to the National Longitudinal Study of the High School Class of 1972. The original collection techniques of HS&B were replaced by computer assisted telephone interviews, and other electronic techniques replaced the original methods. HS&B data are more user-friendly and less resource-dependent as a results of these changes. There were 2 components to the fourth follow-up: (1) the respondent survey which was a computer assisted telephone interview (CATI) based on 14,825 members of the 1980 sophomore cohort, and (2) a transcript study based on the 9,064 sophomore cohort members who reported postsecondary attendance. The response to the respondent survey was 85.3%. Response rate for the transcript study varied from 50.4% at private, for-profit institutions to 95.1% at public, four-year institutions. Technical innovations in this survey round included verification and correction of previously collected data through the CATI instrument, online coding applications, and statistical quality control. Survey data and information about the methodology are presented in 49 tables. An appendix contains the transcript request packages. (SLD)
|NCES 1985206||High School Course Grade Standards. National Center for Education Statistics Bulletin.
High School and Beyond (HS&B) is a longitudinal study, sponsored by the Center for Statistics (CS), of nationally representative samples of high school sophomores and seniors of 1980. In the 1980 base year survey questionnaires and cognitive tests were administered to over 30,000 sophomores and 28,000 seniors enrolled in 1,015 public and private schools. Follow-up surveys were conducted in 1982 and 1984. This annotated bibliography contains 276 references to journal articles, papers, and books (published as of June 30, 1985) that use HS&B data. Each reference includes complete publication data, up to eight topic entries (key words), and an annotation. The bibliography includes CS publications, and references downloaded from Educational Resources Information Center (ERIC), Dissertation Abstracts, Sociological Abstracts, National Technical Information Service (NTIS) and U.S. Government Printing Office (GPO) data bases. The HS&B bibliography was developed using a microcomputer-based bibliographic information program called REF-11. The two REF-11 data fields are described in Part I, Guide for Users. Part II contains entries arranged alphabetically by first author. Part III contains the most recent additions. Part IV lists topics used in the REF-11 topic field. Part V contains a compilation of the references in bibliographic format plus an author index. This HS&B bibliography is updated on a continuing basis. (BS)
|NCES 1984221B||High School Course Grade Standards. National Center for Education Statistics Bulletin.
Using the data from the High School and Beyond Transcript Survey for 1980 sophomores who graduated from high school by fall 1982, the course grade distributions are compared for the following major instruction program categories: English, mathematics, social sciences, physical sciences, life sciences, and foreign languages (academic courses); business, home economics, and trade and industry (vocational courses); visual and performing arts and personal and social development courses; and others. Grade distributions are contrasted by geographic region and are related to homework effort, test performance level, and other student characteristics. The results of the study are presented in table format. (DWH)
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