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America’s High School Graduates

Results of the 2009 NAEP High School Transcript Study. America’s High School Graduates. Jack Buckley Commissioner National Center for Education Statistics April 13, 2011 Washington, DC. About the High School Transcript Study (HSTS).

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America’s High School Graduates

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  1. Results of the 2009 NAEP High School Transcript Study America’s High School Graduates Jack Buckley Commissioner National Center for Education Statistics April 13, 2011 Washington, DC

  2. About the High School Transcript Study (HSTS) Nationally representative sample of 2009 high school graduates Coursetaking patterns and grades 37,700 graduates and their transcripts 740 public and private schools Transcript collection from June 2009 – January 2010 Trends in coursetaking over time (2009, 2005, 2000, 1998, 1994, 1990) Gender and racial/ethnic differences THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  3. Credits

  4. About courses, credits, and GPA HSTS identifies three types of courses: HSTS presents information on: Core academic (English, mathematics, science, and social studies) Other academic (Fine arts, foreign languages, and computer-related studies) Other (e.g., vocational education, personal health, and physical education) Average course credits earned (each credit represents 120 hours of classroom instruction) Grade point average (GPA) THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  5. Graduates earn more course credits More credits earned in… • Core academic • Other academic • Overall Core Academic Credits Other Academic Credits Other Credits * Significantly different (p<.05) from 2009. NOTE: Details may not sum to total because of rounding. Numbers at end of bars represent total credits. Core credits are English, mathematics, science, and social studies. Other academic credits are fine arts, foreign languages, and computer-related studies. Other credits include courses such as vocational education, personal health, and physical education. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990–2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  6. Credits increase for all racial/ethnic groups Black White Asian/Pacific Islander Hispanic * Significantly different (p<.05) from 2009. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 1990, 2005, 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  7. All GPAs increase from 1990 to 2009 • Overall GPAs increased • All course types: GPAs increased since 1990 • Core and other academic courses: no measureable change in GPAs from 2005 to 2009 Other Other academic Overall Core academic * Significantly different (p<.05) from 2009. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  8. HSTS: two perspectives on coursetaking Curriculum levels Standard Midlevel Rigorous Science, Technology, Engineering, and Mathematics (STEM) coursetaking STEM advanced mathematics STEM advanced science and engineering STEM-related technical THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  9. Curriculum

  10. Curriculum levels: course credit requirements SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS) THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  11. Since 1990, graduates complete higher level curricula • Below standard: 35 point  • Standard: 6 point  • Midlevel: 20 point  • Rigorous: 8 point  From 1990 to 2009… Rigorous Midlevel Standard Below Standard * Significantly different (p<.05) from 2009. NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990–2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  12. White-Black curriculum gaps Black White White Black * Significantly different (p<.05) from 2009. NOTE: Percent gaps are calculated by subtracting Black from White based on unrounded numbers. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  13. White-Hispanic curriculum gaps Hispanic White White Hispanic * Significantly different (p<.05) from 2009. NOTE: Percent gaps are calculated by subtracting Hispanic from White based on unrounded numbers. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  14. White-Asian/Pacific Islander curriculum gaps White Asian/Pacific Islander Asian/Pacific Islander White * Significantly different (p<.05) from 2009. NOTE: Percent gaps are calculated by subtracting Asian/Pacific Islander from White based on unrounded numbers. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  15. Science key to attaining a midlevel curriculum Among graduates who attained a standard curriculum… • 35 percent lacked only science to advance • 29 percent lacked more than one requirement, typically science plus another NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  16. More graduates taking algebra I before high school In 2009… • All racial/ethnic groups showed an increase in taking algebra I before high school 2005 2009 * Significantly different (p<.05) from 2009. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005 and 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  17. Curriculum levels and NAEP mathematics * Significantly different (p<.05) from next highest curriculum level. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  18. Race/ethnicity and NAEP mathematics • Completing a rigorous curriculum does not eliminate gaps in NAEP mathematics performance Below Standard Standard Midlevel Rigorous * Significantly different (p<.05) from White graduates. ‡ Reporting standard not met. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  19. Gender and NAEP mathematics • Males completing a rigorous curriculum earned higher NAEP mathematics scores than females Below Standard Standard Midlevel Rigorous * Significantly different (p<.05) from males. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  20. A Closer Look

  21. Definition of STEM courses Adapted from Laird, J., Alt, M., and Wu, J. (2009). STEM Coursetaking Among High School Graduates, 1990-2005. Washington, DC: MPR Associates, Inc. Definition was modified for 2009 HSTS to incorporate new CSSC codes. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  22. STEM advanced mathematics coursetaking In 2009… • Overall: females exceed males • Algebra II and pre-calculus/analysis: females exceed males • Calculus and other advanced mathematics: no gender differences Male Female • Significantly different (p<.05) from males. • NOTE: “Other advanced mathematics” includes primarily trigonometry, and statistics/probability courses. • SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  23. STEM advanced science/engineering coursetaking In 2009… • Females earned more credits overall • Advanced biology and chemistry:  Females exceed males • Physics and engineering: Males exceed females Male Female • Significantly different (p<.05) from males. • NOTE: “Advanced biology” courses include AP/IB biology, physiology, anatomy, and genetics. “Advanced environmental/earth science” courses include AP/IB environmental science, college preparatory earth science, and various geology courses. • SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  24. STEM-related technical coursetaking In 2009… • Overall: Males exceed females • Engineering/science technologies and computer science: Males exceed females • Health science/technology courses: Females exceed males Male Female • Significantly different (p<.05) from males. • NOTE: “Engineering/science technologies” courses focus on instrumentation, equipment maintenance, and other technical tasks conducted in engineering and science-related occupations. • SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  25. Race/ethnicity and AP/IB coursetaking • In 2009… • AP/IB mathematics: Asian/Pacific Islanders exceed other race/ethnic groups • AP/IB science: Asian/Pacific Islanders exceed other race/ethnic groups AP/IB Mathematics AP/IB Science * Significantly different (p<.05) from White graduates. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  26. Gender and AP/IB coursetaking • In 2009… • AP/IB mathematics: no gender differences • AP/IB science: Females exceed males in coursetaking * Significantly different (p<.05) from males. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. AP/IB Mathematics AP/IB Science THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

  27. http://nationsreportcard.gov For more information THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY

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