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 Pub Number  Title  Date
NCES 2011472 NAEP-TIMSS Linking Study
This brochure describes the linking study for NAEP and TIMSS results using 2011 grade 8 mathematics and science.
8/31/2011
NCES 2011334 High School Longitudinal Study of 2009 (HSLS:09): Public-Use Data File
This datafile contains the public-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09).

HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.
8/24/2011
NCES 2011328 High School Longitudinal Study of 2009 (HSLS:09): Base-Year Data File Documentation
This documentation contains information necessary to understand and to analyze the base-year data of the High School Longitudinal Study of 2009 (HSLS:09).
8/24/2011
NCES 2011333 High School Longitudinal Study of 2009 (HSLS:09): Restricted-Use Data File
This datafile contains the restricted-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09).

HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.

The restricted-use datafile includes state representative data for ten states, school characteristics, and more detailed information than what is available in the public-use dataset.
8/24/2011
WWC QRRPST0611 WWC Quick Review: Measuring the Effect of the Retrieval Practice Studying Technique
The WWC quick review of "Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping" examines a study on whether using the retrieval practice studying technique improved student learning of a science text more than study-once, repeated-study or concept mapping. The study compared outcomes for 80 undergraduates at Purdue University asked to read a 276-word passage and then randomly assigned to use one of the four studying techniques. The study found that students using the retrieval practice technique scored significantly higher than students using the study-once, repeated-study, or concept mapping technique. The average percent of correct test questions for each group was 67% for retrieval practice, 27% for study-once, 49% for repeated-study, and 45% for concept mapping. The WWC rated the research described in this report as meeting WWC evidence standards. The study’s design is equivalent to a well-implemented randomized control trial.
6/28/2011
NCES 2011462 America’s High School Graduates: Results of the 2009 NAEP High School Transcript Study
This report presents information about the types of courses 2009 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the twelfth-grade National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 37,700 high school graduates. The 2009 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and other demographic characteristics are examined. In addition, the report takes a closer look at science, technology, engineering, and mathematics (STEM) coursetaking, ways in which graduates may earn more credits, and the coursetaking patterns of students with disabilities and English language learners. Additional technical notes provide information on the sample design, school and student participation rates, the inclusion/exclusion criteria for graduates, and other statistical information for interpreting the results.

Highlights of the study findings show that in 2009 graduates earned over three credits more than their 1990 counterparts, or about 420 additional hours of instruction during their high school careers. A greater percentage of 2009 graduates completed more challenging curriculum levels than 1990 or 2005 graduates. Graduates with stronger academic records earned higher NAEP scores. For example, graduates who completed who a rigorous curriculum, completed a higher level mathematics or science course in ninth grade, or who completed an Advanced Placement (AP) or International Baccalaureate (IB) mathematics or science course, had NAEP scores at the Proficient level in both mathematics and science. A larger percentage of female than male graduates completed a midlevel or rigorous curriculum in 2009. In 2009, male graduates generally had higher NAEP mathematics and science scores than female graduates completing the same curriculum level. White, Black, Hispanic, and Asian/Pacific Islander graduates earned, on average, more credits and higher grade point averages (GPAs) in 2009 than they did in 1990. Since 1990, more graduates from each racial/ethnic group completed at least a standard curriculum.
4/13/2011
NCEE 20094053 Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
The restricted-use data file for this report contains data for the 2006-07 school year for 4 core early elementary mathematics curricula implemented in 1st grade. Data includes teacher surveys, teacher math knowledge, classroom observations, and student mathematics achievement.
2/4/2011
REL 2010096 What English Language Arts, Math, and Science Instructional Materials have Districts in the Mid‑Atlantic Region States Adopted?
This report describes results of an on-going project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for language arts, math, and science courses in specific elementary, middle, and high school grade levels. The results, described in the text, are also available in an online, searchable database.
1/4/2011
WWC QREBC0210 WWC Quick Review of the Article "Technology's Edge: The Educational Benefits of Computer-Aided Instruction"
The study examined whether the I CAN Learn computer-based curriculum is more effective than traditional classroom instruction at teaching pre-algebra and algebra concepts to middle- and high-school students.

The study included about 1,600 students in 15 high schools and two middle schools in three large urban school districts.

Math classrooms in each school were randomly assigned to use either the I CAN Learn program in a school computer lab or the traditional math curriculum in a regular classroom.

Students' math achievement was assessed on a 30-item pre-algebra and algebra test developed for this study and on standardized statewide math tests. The study assessed the program's effectiveness by comparing the test scores of the two instruction groups at the end of the school year.
2/2/2010
NCES 2010024 Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. public-use datafile
This datafile contains the U.S. TIMSS 2007 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 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 2007 technical report, which is available online separately (publication number 2009012).
11/6/2009
NCES 2010025 Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. TIMSS 2007 datafile to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. TIMSS 2007 public-use datafile is included.

A User Guide to the data is included in the U.S. TIMSS 2007 technical report, which is available online separately (publication number 2009012).
11/6/2009
NCES 2009161 Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education
Using data from the 1995-96 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), this Statistics in Brief focuses on undergraduates who enter STEM programs and examines their characteristics and postsecondary outcomes (persistence and degree completion) several years after beginning postsecondary education. Findings include:

  • Twenty-three percent of 1995–96 beginning postsecondary students had majored in a STEM field at some point between their initial enrollment in 1995–96 and about 6 years later, as of 2001.
  • STEM entrants generally did better than non-STEM entrants in terms of bachelor's degree attainment and overall persistence.
  • Among all STEM entrants between 1995–96 and 2001, some 53 percent persisted in a STEM field by either completing a degree in a STEM field or staying enrolled in a STEM field, and the remaining 47 percent left STEM fields by either switching to a non-STEM field or leaving postsecondary education without earning any credential.
7/29/2009
WWC 20094060 Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics.
4/21/2009
WWC IRMSUC09 University of Chicago School Mathematics Project (UCSMP) Algebra
University of Chicago School Mathematics Project (UCSMP) Algebra is a one-year course covering three primary topics: (1) linear and quadratic expressions, sentences, and functions; (2) exponential expressions and functions; and (3) linear systems. Topics from geometry, probability, and statistics are integrated with the appropriate algebra. Problem-solving and real-world applications are used throughout to develop and maintain basic skills and concepts. Computer algebra system (CAS) technology is used in the classroom to aid in the development of properties and skills, and graphing calculators are used to complete assignments at home.
3/3/2009
NCEE 20094052 Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools reports on the relative impacts of four math curricula on first-grade mathematics achievement. The curricula were selected to represent diverse approaches to teaching elementary school math in the United States. The four curricula are Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. First-grade math achievement was significantly higher in schools randomly assigned to Math Expressions or Saxon Math than in those schools assigned to Investigations in Number, Data, and Space or to Scott Foresman-Addison Wesley Mathematics. This study is being conducted as part of the National Assessment of Title I. The report cleared IES peer review on February 2, 2009.
2/24/2009
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