Results of the 2009 NAEP High School Transcript Study America’s High School Graduates Jack Buckley Commissioner National Center for Education Statistics

America’s High School Graduates

Jack BuckleyCommissionerNational Center for Education Statistics

April 13, 2011 Washington, DC

About the High School Transcript Study (HSTS)

Nationally representative sample of 2009 high school graduates

Coursetaking patterns and grades

THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY2

37,700 graduates and their transcripts740 public and private schoolsTranscript collection from June 2009 – January 2010

Trends in coursetaking over time (2009, 2005, 2000, 1998, 1994, 1990)Gender and racial/ethnic differences

Credits

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)

More credits earned in…

Graduates earn more course 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.

Core academic Other academicOverall


Credits increase for all racial/ethnic groups


SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 1990, 2005, 2009.

All GPAs increase from 1990 to 2009


Overall GPAs increasedAll course types: GPAs increased since 1990Core and other academic courses: no measureable change in GPAs from 2005 to 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.

HSTS: two perspectives on coursetaking


Curriculum levels Standard Midlevel RigorousScience, Technology, Engineering, and Mathematics (STEM) coursetaking STEM advanced mathematics STEM advanced science and engineering STEM-related technical

Curriculum

Curriculum Level English Social

Studies Mathematics Science Foreign Language

Standard 4 3 3 3 0

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)



Standard 4 3 3 3 0

Midlevel 4 3 3including

geometry and algebra I or II

3including at least two of biology, chemistry, and

physics

1



Standard 4 3 3 3 0

Midlevel 4 3 3including

geometry and algebra I or II

3including at least two of biology, chemistry, and

physics

1

Rigorous 4 3 4including

pre-calculus

or higher

3including biology,

chemistry, and physics

3

Since 1990, graduates complete higher level curricula


Below standard: 35 point Standard: 6 point Midlevel: 20 point Rigorous: 8 point


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.

From 1990 to 2009…

White-Black curriculum gaps



NOTE: Percent gaps are calculated by subtracting Black from White based on unrounded numbers.


White-Hispanic curriculum gaps



NOTE: Percent gaps are calculated by subtracting Hispanic from White based on unrounded numbers.


White-Asian/Pacific Islander curriculum gaps



NOTE: Percent gaps are calculated by subtracting Asian/Pacific Islander from White based on unrounded numbers.


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.

In 2009…All racial/ethnic groups showed an increase in taking algebra I before high school

More graduates taking algebra I before high school



SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005 and 2009.

Curriculum levels and NAEP mathematics


* Significantly different (p<.05) from next highest curriculum level.


Race/ethnicity and NAEP mathematics


Completing a rigorous curriculum does not eliminate gaps in NAEP mathematics performance

* Significantly different (p<.05) from White graduates.

‡ Reporting standard not met.


Gender and NAEP mathematics


Males completing a rigorous curriculum earned higher NAEP mathematics scores than females

* Significantly different (p<.05) from males.


A Closer Look

Courses

STEM Advanced Mathematics

Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus

STEM Advanced Science and Engineering

Advanced biology, chemistry, advanced environmental/earth science, physics, and engineering

Courses



Courses



STEM Advanced Science and Engineering

Advanced biology, chemistry, advanced environmental/earth science, physics, and engineering

STEM-related Technical Engineering/science technologies, health/science technology, and computer science


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.

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

•Significantly different (p<.05) from males.

NOTE: “Other advanced mathematics” includes primarily trigonometry, and statistics/probability courses.


STEM advanced science/engineering coursetaking



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.


In 2009…Females earned more

credits overallAdvanced biology and

chemistry: Females exceed males

Physics and engineering: Males exceed females

STEM-related technical coursetaking



NOTE: “Engineering/science technologies” courses focus on instrumentation, equipment maintenance, and other technical tasks conducted in engineering and science-related occupations.


In 2009…Overall: Males exceed

females Engineering/science

technologies and computer science: Males exceed females

Health science/technology courses: Females exceed males

In 2009…AP/IB mathematics: Asian/Pacific Islanders exceed other race/ethnic groupsAP/IB science: Asian/Pacific Islanders exceed other race/ethnic groups


Race/ethnicity and AP/IB coursetaking

* Significantly different (p<.05) from White graduates.



Gender and AP/IB coursetaking

In 2009…AP/IB mathematics: no gender differencesAP/IB science: Females exceed males in coursetaking

* Significantly different (p<.05) from males.



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Documents

Results of the 2009 NAEP High School Transcript Study America’s High School Graduates Jack Buckley Commissioner National Center for Education Statistics