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|Advanced course offerings and completion in science, technology, engineering, and math in Texas public high schools
The purpose of this study was to explore advanced STEM course offerings in Texas high schools and advanced STEM course taking among high school students to investigate variation in availability and enrollment for different school contexts and student groups. Using statewide longitudinal student records from 2007/08 to 2013/14 the research team examined patterns of course offerings using descriptive statistics from more than 1,500 public high schools in Texas, and student course completion patterns for close to one million students. Analyses revealed that access to advanced STEM courses in Texas has increased over this time period for schools in all locales, for schools with high and low proportions of economically disadvantaged students, and for schools with high proportions of minority students. High schools in urban and suburban areas and schools serving the highest proportions of Black and Hispanic students offered the greatest number of advanced STEM courses. In fact, a larger proportion of Hispanic and Black students in the state attended schools with the highest number of advanced STEM course offerings, compared to White students. However, despite this access to advanced STEM coursework, smaller proportions of Hispanic and Black students completed three or more advanced STEM courses than their White counterparts, even among a subgroup of high performing students based on math state standardized test scores in 8th grade. The findings from this study show that while Hispanic and Black students do lag White students in advanced STEM course completion, it is likely not because of lesser access to these courses. These findings point to a need for increasing Hispanic and Black student enrollment in those advanced courses and identifying mechanisms other than increasing course offerings to do so.
|Advanced course completion rates among New Mexico high school students following changes in graduation requirements
In an effort to promote college and career readiness, the state of New Mexico passed a law in 2008 requiring high school students to complete at least one unit of advanced coursework (for example, Advanced Placement [AP], gifted and talented, honors, and International Baccalaureate courses) in order to graduate. The purpose of this was to study examine the completion of advanced coursework during the period following the legislative change for all high school students in New Mexico who were freshmen in 2009/10, 2010/11, and 2011/12 and were in a New Mexico high school for four years. Descriptive statistics were used to examine differences by student subgroups (White, Hispanic, and American Indian students) and other characteristics (student performance on the 8th grade standards-based exam, free-reduced price lunch status, and English learner status), and by school characteristics (school size, school performance rating, Title I status, and urbanicity). The study finds that over 56 percent of students in New Mexico completed one or more advanced courses in high school. Results indicate that a higher percentage of White students completed one or more advanced courses than Hispanic and American Indian students. This gap in course completion across racial and ethnic groups was smaller, though persisted, when examining high-performing students. Results show that a higher percentage of students in larger schools completed one or more advanced courses than in smaller schools, and this gap persisted even when examining high-performing students. Education agencies could improve supports aimed at increasing advanced course access (for example, staff development efforts, teacher quality, and paying AP exam fees) and the supply of advanced course offerings in schools with low advanced course completion rates in order to help improve advanced course participation and completion rates.
|Graduation exam participation and performance, graduation rates, and advanced course-taking following changes in New Mexico graduation requirements, 2011–15
New Mexico students who were in grade 9 in 2009/10 and were expected to graduate in 2013 were the first cohort to be required to meet increased math and science course requirements and to take a new graduation exam. The purpose of this study was to describe graduation exam performance of the 2011–2015 cohorts, enrollment in Algebra II and lab science for the 2014–2015 cohorts, and the relationship of exam performance and enrollment with graduation outcomes. Grade 11 and 12 exam results for five cohorts of students–2011 cohort through 2015 are compared. Among students who took an exam in grade 11, the percentages who scored proficient or above on the reading, math, and science components of the exams by grade 12 are compared across cohorts and by gender, race/ethnicity, free or reduced-price lunch eligibility status, and English learner status. Percentages of student subgroups in cohort 2014 and cohort 2015 who took Algebra II and two lab sciences are also compared. The report describes the percentage of students in different subgroups who go on to graduate for those with various levels of performance on the exams and for those who are and are not taking Algebra II and two lab science courses. The results indicate that among students who stayed in school to grade 11, more scored proficient or higher on the math and science components of the graduation exam than before the change in requirements. The increase in proficiency rates for reading, math, and science between 2011 and 2015 was particularly large for Hispanic students and low for Native American students. Among those who stayed in school for four years, the percentage of students enrolling in Algebra II and two lab science courses increased between the 2014 cohort and the 2015 cohort, and Native American students in these cohorts had the highest rates of enrollment in these courses. Students who were proficient in more sections of the exam and students who took Algebra II and two lab science courses had higher rates of graduation than other students. The overall direction of change is positive on these measures, but differences were found in exam performance, course enrollment, and related graduation outcomes by subgroups. These differences may have implications for targeting resources and services for students most in need of support for staying in school and fulfilling requirements necessary to graduate.
|Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions: Scope, Experiences, and Outcomes
This Statistical Analysis Report provides a descriptive analysis of beginning postsecondary students’ coursetaking spanning the 6 year period between 2003 and 2009, documenting the scope, intensity, timing, and completion of remedial coursetaking and its association with various postsecondary outcomes among students who began at public 2 and 4 year institutions. The analysis uses nationally representative data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) and its associated 2009 Postsecondary Education Transcript Study (PETS:09).
|High School Longitudinal Study of 2009 (HSLS:09) 2013 Update and High School Transcripts Restricted-use Data File
These restricted-use files for the High School Longitudinal Study of 2009 (HSLS:09) include data collected in the Base Year (2009), First Follow-up (2012), 2013 Update and High School Transcripts (2014). This release includes both composite variables as well as variables from questionnaires and high school transcripts that were suppressed on the public-use version of the data files.
|National Longitudinal Study of the High School Class of 1972. Postsecondary Education Transcript Study Data File User's Manual. Contractor Report.
The codebook for the Postsecondary Education Transcript File of the National Longitudinal Study of the High School Class of 1972 (NLS-72), which is a machine-readable data file containing information on transcripts from NLS-72 senior cohort members who reported attending a postsecondary institution after high school, is presented. Records were obtained from all types of educational institutions and programs. A total of 19,033 transcripts reflecting the educational activities of 14,759 sample members are included. Information includes: (1) major and minor fields of study; (2) periods of enrollment; (3) courses taken; (4) credits earned; and (5) grades received and credentials earned at 2-year and 4-year institutions. Data are organized at the student, transcript, term, and course levels. This user's manual documents the procedures used to collect this information and provides researchers with the technical information necessary to use the public release data files. Data editing procedures are discussed, and the organization and content of the files are described. Procedures used to construct sampling weights for use in computing population estimates are reviewed. Lists of the endorsing institutions, postsecondary school codes in numerical order, postsecondary school codes in alphabetical order, and course subject codes in numerical order are provided. The data file record layout and frequency distributions are tabulated.
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