Search Results: (16-30 of 67 records)
|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.
|NCES 2013038||Trends in International Mathematics and Science Study (TIMSS) 2011 U.S. public-use datafile
This datafile contains the U.S. TIMSS 2011 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced-price lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA.
A User Guide to the data is included in the U.S. TIMSS and PIRLS 2011 Technical Report, which is available online separately (publication number 2013046).
|WWC IRS620||Great Explorations in Math and Science (GEMS) The Real Reasons for Seasons
Great Explorations in Math and Science (GEMS) The Real Reasons for Seasons is a curriculum unit for grades 6-8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. The WWC identified one study that examined the effects of GEMS The Real Reasons for Seasons on the science achievement of middle school students. The study is a randomized controlled trial that meets WWC evidence standards without reservations and included 4,777 seventh-grade students in 10 middle schools in Maryland. Based on the evidence presented in the study, the WWC found that GEMS The Real Reasons for Seasons has potentially negative effects on general science achievement for middle school students.
|NCES 2013009REV||Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both.
The focus of the report is on the performance of U.S. students relative to their peers in other countries in 2011, and on changes in mathematics and science achievement since 2007 and 1995. For a number of participating countries and education systems, changes in achievement can be documented over the last 16 years, from 1995 to 2011. This report also describes achievement within the United States by sex, race/ethnicity, and enrollment in public schools with different levels of poverty. In addition, it describes achievement in nine states that participated in TIMSS both as part of the U.S. national sample of public and private schools as well as individually with state-level samples of public schools.
In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale.
After the initial release of the NCES TIMSS 2011 national report and supplemental tables, several minor changes were made to the report, Appendix A, and to footnotes in Appendix E. View the errata notice for details.
|NCEE 20124041||The Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)
For report NCEE 2012-4008 Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) http://ies.ed.gov/ncee/edlabs/projects/project.asp?ProjectID=69
This data file contains data from a cluster randomized trial examined the impact of the Alabama Math, Science, and Technology Initiative (AMSTI) on student’s mathematical problem solving and science achievement. The study also examined the effects on teacher's classroom practice and active learning instructional strategies. The study found AMSTI had a positive and statistically significant effect on classroom practices in mathematics and science after one year. The study found small, but statistically significant gains in student achievement in mathematics, but no effect in science achievement. The sample includes 82 schools, with about 780 teachers and 30,000 students in grades 4–8.
|NCES 2013152||STEM in Postsecondary Education: Entrance, Attrition, and Coursetaking Among 2003-2004 Beginning Postsecondary Students
Science, technology, engineering, and mathematics (STEM) fields are widely regarded as critical to the national economy. To provide a nationally representative portrait of undergraduate students’ experiences in STEM education, these Web Tables summarize longitudinal data from a cohort of first-time, beginning students who started postsecondary education in a bachelor’s or associate’s degree program in 2003−04, examining their entrance into and attrition from STEM fields and the extent to which they participated in STEM coursework over a period of 6 academic years, from 2003–04 to 2008–09.
|WWC IRSGE12||Great Explorations in Math and Science (GEMS) Space Science
Great Explorations in Math and Science (GEMS) Space Science is an instructional sequence for grades 3-5. The curriculum covers fundamental science concepts by utilizing models, hands-on investigations, peer-to-peer discussions, reflection, and informational student readings. The WWC reviewed two studies that investigated the effects of GEMS Space Science on elementary school students. One study, a randomized controlled trial, meets WWC evidence standards without reservations. The study included 2,594 Florida elementary school students from grades 4 and 5. Based on this study, the WWC found GEMS Space Science to have potentially positive effects on general science achievement for elementary school students.
|WWC TRSCL12||The Center for Learning Technologies in Urban Schools (LeTUS) Program
The LeTUS program is a three-year, project-based, technology-integrated middle school science curriculum for grades 6-8. Topics include global warming, water and air quality, force and motion, communicable diseases, and ecological systems. Students conduct scientific investigations and use interactive computer software, scientific visualization, and graphing tools. The WWC identified five studies of the LeTUS program for middle school students that were published or released between 1990 and 2011, but none meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on middle school students. Additional research is needed to determine if the LeTUS program is effective for these students.
|WWC TRSAS12||Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces
ARIES: Exploring Motion and Forces is a physical science curriculum for students in grades 5-8 that employs 18 inquiry-centered, hands-on lessons called "explorations." Students examine their prior ideas about phenomena, formulate questions, build and use an apparatus to observe natural phenomena, make predictions, and gather data through structured experiments. The WWC reviewed two studies that investigated the effects of ARIES: Exploring Motion and Forces on elementary and middle school students. One study, a randomized controlled trial, meets WWC evidence standards. The study included approximately 6,000 sixth-grade students from 20 schools in Maryland. Based on this study, the WWC found ARIES: Exploring Motion and Forces to have no discernible effects on general science achievement for middle school students.
|REL 20124008||Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI)
Partly motivated by the 1996 National Assessment of Educational Progress scores, which were below the national average for Alabama’s grade 4-8 students in mathematics and grade 8 students in science, the Alabama State Department of Education (ALSDE) developed a statewide initiative to improve mathematics and science teaching and student achievement in kindergarten through grade 12 (K-12). The Alabama Math, Science, and Technology Initiative (AMSTI) is a two-year intervention intended to better align classroom practices with national and statewide teaching standards—and ultimately to improve student achievement—by providing professional development, access to materials and technology, and in-school support for teachers.
|NCES 2012003||TIMSS 1999 Video Study of eighth-grade mathematics and science teaching restricted-use database and videos
The TIMSS 1999 Video Study focused on eighth-grade mathematics and science teaching in seven countries, including the United States. The data collected from the study are now available under a restricted-use license.
The database includes:
|WWC IRSCA12||Chemistry That Applies
Chemistry That Applies is an instructional unit designed to help students in grades 8-10 understand the law of conservation of matter. It consists of 24 lessons organized in four clusters. Working in groups, students explore four chemical reactions: burning, rusting, the decomposition of water, and the reaction of baking soda and vinegar. As part of the unit, students conduct experiments in which they cause these reactions to happen, obtain and record data in individual notebooks, analyze the data, and use evidence-based arguments to explain the data. The instructional unit engages the students in a structured sequence of hands-on laboratory investigations interwoven with other forms of instruction.
|REL 20124021||Access to Algebra I: The Effects of Online Mathematics for Grade 8 Students
This report presents findings from a randomized control trial designed to inform the decisions of policymakers who are considering using online courses to provide access to Algebra I in grade 8. It focuses on students judged by their schools to be ready to take Algebra I in grade 8 but who attend schools that do not offer the course. The study tested the impact of offering an online Algebra I course on students' algebra achievement at the end of grade 8 and their subsequent likelihood of participating in an advanced mathematics course sequence in high school. The study was designed to respond to both broad public interest in the deployment of online courses for K–12 students and to calls from policymakers to provide students with adequate pathways to advanced coursetaking sequences in mathematics (National Mathematics Advisory Panel 2008).
|NCES 2011465||The 2009 High School Transcript Study User’s Guide
This user’s guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary.
Page 2 of 5