Search Results: (1-15 of 104 records)
|NCES 2018118||Paths Through Mathematics and Science: Patterns and Relationships in High School Coursetaking
This report examines mathematics and science coursetaking in high school by providing a description of coursetaking within each of the mathematics and science subject areas in ninth, tenth, eleventh and twelfth grades, as well as by showing the association between early mathematics coursetaking and subsequent science coursetaking.
The report also describes coursetaking in engineering and technology, and the associations between coursetaking in these subject areas and in mathematics and science. The results are based on 2009 high school transcripts that are linked to 2009 NAEP mathematics and science 12th grade assessments.
|NCES 2018028||Career and Technical Education Programs in Public School Districts: 2016–17
This report is based on the 2016–17 survey Career and Technical Education Programs in Public School Districts and provides nationally representative data on career and technical education (CTE) programs. The survey defines a CTE program as a sequence of courses at the high school level that provides students with the academic and technical knowledge and skills needed to prepare for further education and careers in current or emerging professions.
|NCES 2018019||Projections of Education Statistics to 2026
Projections of Education Statistics to 2026 is the 45th in a series of publications initiated in 1964. This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary level, and enrollment and degrees at the postsecondary level for the past 15 years and projections to the year 2026. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2026. The methodology section describes models and assumptions used to develop national- and state-level projections.
|WWC IRTC693||Summer Counseling: Transition to College
This What Works Clearinghouse (WWC) intervention report summarizes the WWC’s examination of the impact of summer counseling on students' college enrollment and persistence. Summer counseling is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. After reviewing the current research the WWC found that summer counseling had potentially positive effects on college persistence and mixed effects on college enrollment.
|NCES 2018117||Trends in High School Dropout and Completion Rates in the United States: 2014
This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate within four years of starting ninth grade (adjusted cohort graduation rates) and an estimated on-time graduation rate used to examine long-term trends (averaged freshman graduation rate. This report updates a series of NCES reports on high school dropout and completion rates that began in 1988.
|REL 2018289||Trends in Algebra II completion and failure rates for students entering Texas public high schools
The purpose of this study was to examine Algebra II completion and failure rates in Texas for high school students in the grade 9 cohorts of 2007/08 through 2014/15. This period spans (1) the point at which Texas began implementing the 4x4 curriculum that required four courses each in English, math (including Algebra II), science, and social studies and (2) when the state moved to the new Foundation High School Program—which eliminates Algebra II as a math requirement—with the 2014/15 cohort. Using longitudinal student- and district-level administrative data from the Texas Education Agency and district-level responses to a statewide online survey administered during spring 2015, the research team examined Algebra II completion and failure rates, and determined how districts were communicating with parents about the new graduation requirements and whether they would be offering the new Algebra II replacement courses during the first year of implementation. Results indicate that approximately 37 percent of districts reported requiring students to complete Algebra II to graduate from high school. Fewer than half of districts reported that they planned to offer the alternative math courses in the first year of implementing the new graduation requirements. Overall, Algebra II completion and failure rates for the 2014/15 cohort followed the same trend as seen for the seven cohorts graduating under the previous graduation requirements. This study suggests that the third high school math course students took was not immediately influenced by the new graduation requirements. Future research could continue to track additional cohorts of students to determine if student change their course-taking in response to additional changes districts may make in implementing the new graduation requirements or if the increased flexibility in course selection is related to other student outcomes such as dropout rates.
|NCES 2018088||High School Students' Views on Who Influences Their Thinking about Education and Careers
This Statistics in Brief report uses data from the 2012 follow-up of the High School Longitudinal Study of 2009 to examine who public high school students view as their main influence when considering education after high school and careers.
|REL 2018282||Understanding the role of noncognitive skills and school environments in students' transitions to high school
The purpose of this study was to: examine differences in students' perceptions of their noncognitive skills and school environments by race/ethnicity, and explore whether students’ perceptions of their noncognitive skills and school environments were related to three outcomes that have been identified in the research as mattering most for a success transition to high school—grade 9 GPA, grade 9 absences, and grade 9 course failures. The study used administrative and survey data from students in 14 high schools in New Mexico. Regression analyses were used to investigate differences in students' responses on scales measuring their perceptions of their noncognitive skills and school environments. Structural equation modeling was used to assess relationships between students' perceptions of their noncognitive skills and school environments and their grade 9 outcomes. The results of this study revealed significant differences in students' perceptions of their noncognitive skills and school environment by race/ethnicity. The results also suggest that students' perceptions of their noncognitive factors and school environments are associated with the grade 9 outcomes. Although no casual relationships can be derived from this study, the results can help schools or districts to determine where they might want to focus some of their efforts with regard to helping students to make successful transitions to high school. Given that Hispanic and Native American students have lower graduation rates, improving the noncognitive skills or school environment factors that are strongly related to grade 9 performance for these groups may well provide a substantial return on investment in dropout prevention.
|NCES 2017013||College Applications by 2009 High School Freshmen: Differences by Race/Ethnicity
This report uses data from the High School Longitudinal Study of 2009 (HSLS:09) 2013 Update collection to look at college applications by high school freshmen four years later.
|NCES 2017073||Characteristics of Private Schools in the United States: Results From the 2015-16 Private School Universe Survey
This First Look Report provides selected findings from the 2015-16 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2015-16 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
|NCES 2017437||Early Millennials: The Sophomore Class of 2002 a Decade Later
This Statistical Analysis Report examines the early adulthood milestones of 2002 high school sophomores as of 2012. It reports on key outcomes, including high school completion, enrollment in postsecondary education, progress toward or completion of a college degree, family formation (marriage and having children), and employment status and earnings. The analysis of key postsecondary education and employment milestones control for demographic and high school academic characteristics that are associated with such outcomes. The analysis uses nationally representative data from the Education Longitudinal Study of 2002 (ELS:2002).
|NCES 2017066||Private School Universe Survey (PSS):Public-Use Data File User's Manual for School Year 2013-14
This Manual contains information on the frame creation, data collection, data preparation, and user notes and cautions for the 2013-14 PSS. The 2013-14 PSS questionnaire, public-use record layout and codebook are also included.
|NCES 2017086||Financial Literacy of 15-Year-Olds: Results From PISA 2015
This Data Point presents results on the PISA 2015 financial literacy assessment of 15-year-old students in the United States and the 14 other education systems that participated. The Data Point discusses how U.S. 15-year-olds performed, on average, on the PISA financial literacy assessment compared to their peers in the other education systems as well as how this compares to the 2012 assessment; and the percentage of top and low performers in the United States and the other education systems. Readers interested in more detailed data should visit the NCES PISA website for additional data tables and figures. Please visit https://nces.ed.gov/surveys/pisa/pisa2015/index.asp to learn more.
|NCES 2017111||Public High School Students' Use of Graduation, Career, or Education Plans
This Data Point looks at public high school students’ use of graduation, career, or education plans as of 2012. The data used in this report were drawn from a nationally representative, longitudinal survey of students who were in the ninth grade in 2009—the High School Longitudinal Study of 2009.
|NCES 2017005||The Education and Work Plans of Public High School Students
This Data Point looks at public high school students’ education and work plans as of 2012.