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Descriptors:
Difficulty Level; Mathematics Achievement; Academic Records; Credits; Program Effectiveness; National Competency Tests; Algebra; Geometry; Mathematics Curriculum; High School Graduates; Academic Achievement; Textbooks; Course Content; High School Students; Grade 12; Scores; Racial Differences; Comparative Analysis; Course Selection (Students)

Abstract:
The 2005 National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) found that high school graduates in 2005 earned more mathematics credits, took higher level mathematics courses, and obtained higher grades in mathematics courses than in 1990. The report also noted that these improvements in students' academic records were not reflected in twelfth-grade NAEP mathematics and science scores. Why are improvements in student coursetaking not reflected in academic performance, such as higher NAEP scores? The Mathematics Curriculum Study (MCS) explored the relationship between coursetaking and achievement by examining the content and challenge of two mathematics courses taught in the nation's public high schools--algebra I and geometry. Conducted in conjunction with the 2005 NAEP HSTS, the study used textbooks as an indirect measure of what was taught in classrooms, but not how it was taught. In other words, the textbook information is not used to measure classroom instruction. Textbooks served as an indicator of the intended course curriculum (Schmidt, McKnight, and Raizen 1997). The chapter review questions in each textbook were used to identify the mathematics topics covered (or subject matter content) and the complexity of the exercises (or degree of cognitive challenge). Chapter review questions, and not the entire textbook, were coded because the questions have been found to be representative of the chapter content and complexity level in previous studies (Schmidt 2012). The study uses curriculum topics to describe the content of the mathematics courses and course levels to denote the content and complexity of the courses. The results are based on analyses of the curriculum topics and course levels developed from the textbook information, coursetaking data from the 2005 NAEP HSTS, and performance data from the twelfth-grade 2005 NAEP mathematics assessment. The study addresses three broad research questions: (1) What differences exist within the curricula of algebra I and geometry courses?; (2) How accurately do school course titles and descriptions reflect the rigor of what is taught in algebra I and geometry courses compared to textbook content?; and (3) How do the curricula of algebra I and geometry courses relate to subsequent mathematics coursetaking patterns and NAEP performance? In this report, curriculum topics, course levels, and grade 12 NAEP mathematics scale scores are used to describe the findings of the study. Curriculum topics are based on summaries of the textbook content that a school reported covering in an algebra I or geometry course. The six broad categories of curriculum topics used to describe the mathematics content found in both algebra I and geometry textbooks are: elementary and middle school mathematics, introductory algebra, advanced algebra, two-dimensional geometry, advanced geometry, and other high school mathematics. A glossary is included. (Contains 3 charts, 15 figures and 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Population Growth; Family Income; High School Graduates; Tuition; Fees; Undergraduate Students; In State Students; Educational Attainment; Educational Finance; Academic Achievement; Access to Education; Benchmarking

Abstract:
Benchmarks: WICHE Region 2012 presents information on the West's progress in improving access to, success in, and financing of higher education. The information is updated annually to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. To establish a general context for the benchmarks, it is useful to understand that three demographic characteristics of the West are central to issues of Access, Success, and Finance. First, median household income in the West is slightly higher than in most other regions; while the national median household income in 2011 was $50,054, the average for Western Interstate Commission for Higher Education (WICHE) states was $51,721. However, average tuition and fees for resident undergraduates in 2012-2013 at public four-year institutions in the West were significantly lower: $7,553 in the region compared to $8,655 nationally. Second, on average, a slightly higher proportion of the region's population holds at least a bachelor's degree (29.4%) than is found nationally (28.2%). Finally, although population growth has been strong in the West, preliminary projections suggest that the era of uninterrupted growth in the number of high school graduates, both nationally and in the West, is nearing an end. Still, the West is home to states that are among the fastest-growing in the nation, as well as those which will see continued declines in the size of high school graduating classes, while all are likely to see continuation of a trend in the rapid diversification of high school graduates. (Contains 15 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Schools; Dropouts; High School Graduates; Graduation Rate; Enrollment; Dropout Rate; Grade 9; Grade 10; Grade 11; Grade 12; Asian American Students; White Students; African American Students; American Indian Students; Racial Differences; Gender Differences; High School Freshmen

Abstract:
This report presents the number of high school completers, the Averaged Freshman Graduation Rate (AFGR), and the dropout data for grades 9-12 for public schools in school year 2009-10. State Education Agencies (SEAs) report annual counts of completers, dropouts, and enrollments to the National Center for Education Statistics' (NCES) Common Core of Data (CCD) nonfiscal survey of public elementary/secondary education as part of the Cooperative Education Statistics System established in section 157 of the Education Sciences Reform Act of 2002, part C and the U. S. Department of Education's ED"Facts" data collection system. Although tables 3 and 7 present data from eight sequential school years, the text presents only comparisons between the 2008-09 and 2009-10 school years. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2009-10 CCD Dropout and Completer provisional data files. The selected findings do not represent a complete review of all observed differences in the data and are not meant to emphasize any particular issue. Data files and report tables include data for the 50 states, the District of Columbia, and 8 other jurisdictions. However, the findings discussed in this report focus on the reporting states and the District of Columbia. This First Look marks the first publication and the initial data release for 2009-10 CCD dropout and completer data. The data in this report are drawn from the 2009-10 CCD Dropout and Completer provisional data files. Data in these provisional data files have undergone an intensive review and editing process. Any additional revisions will be incorporated in the 2009-10 CCD Dropout and Completer data files to be released in subsequent provisional releases and the final release as warranted. Methodology and Technical Notes are appended. (Contains 8 tables and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Enrollment Projections; Graduation Rate; Expenditures; Educational Finance; Elementary Secondary Education; Public Schools; Private Schools; High School Graduates; Elementary School Teachers; Secondary School Teachers; Public Education; Postsecondary Education; College Graduates; Academic Degrees; Regional Characteristics; Age Differences; Gender Differences; Racial Differences; Public Colleges; Private Colleges; College Freshmen; Teacher Student Ratio; School Statistics; Educational Trends

Abstract:
"Projections of Education Statistics to 2021" is the 40th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in "Projections of Education Statistics to 2020" and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 77 tables, 27 figures and 1 footnote.) [For "Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026," see ED524098.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Vocational Education; Longitudinal Studies; Educational Trends; Career Education; Academic Education; Career Readiness; College Readiness; General Education; Labor Market; College Bound Students; High School Graduates; Mathematics Achievement; Credits; Politics of Education

Abstract:
This report examines change and stability across two decades in the sociodemographic characteristics, educational experiences, and postsecondary outcomes of high school graduates with different occupational coursetaking patterns. Occupational coursetaking is part of the broader field of career and technical education (CTE), which also includes general labor market preparation and family and consumer sciences education courses. Historically, CTE and occupational studies provided low-achieving or academically disengaged students with courses that prepared them for immediate entry into the labor market. However, the expansion of new types of career education within magnet schools, career academies, and traditional high schools, and the increasingly accepted perspective that all students can benefit from training that improves their workplace skills, suggests that the older dichotomies between college-bound academic education and work-oriented occupational preparation are less salient. To examine whether this is the case, this report uses descriptive statistics to analyze changes across three high school cohorts--the graduating classes of 1982, 1992, and 2004--and compares their involvement in CTE and occupational courses, their academic coursetaking and achievement outcomes, and their initial postsecondary school and work experiences. Nationally representative data come from a series of secondary longitudinal studies conducted by the National Center for Education Statistics: High School and Beyond Study of 1980 Sophomores, the National Education Longitudinal Study of 1988, and the Education Longitudinal Study of 2002. Results show that CTE, as measured by occupational coursetaking, has moved from being a clearly delineated vocational track for graduates headed to jobs immediately after high school to an exploratory program for an increasing proportion of both academic and general curriculum graduates. This shift from "track to field" involves smaller groups of graduates intensively studying an occupational area and larger groups of graduates earning a few occupational credits. It also coincides with shifts toward more academic coursetaking, improved academic achievement in math, and more involvement in postsecondary education for those with more involvement in occupational preparation. The following are appended: (1) Technical Notes; (2) Standard Errors for Main Tables; (3) Fixed-effects Regression Analysis of Mathematics Achievement and Occupational Coursetaking: 1992 and 2004; and (4) CSSC Codes and Titles for Coursetaking Subjects and Areas. [This report was prepared as a background report for the National Assessment of Career and Technical Education (NACTE) and submitted to the U.S. Department of Education, Office of Under Secretary, Policy and Program Studies Service. The report was funded under ED Contract No. ED-04-CO-0030/0002: Analytic, Evaluation, and Policy Support for the Policy and Program Studies Service.] (Contains 76 tables, 6 figures, 2 exhibits, and 11 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
State Standards; Decision Making; High School Graduates; State Policy; Academic Standards; Public Officials; Reading Ability; Reading Achievement; Measures (Individuals); Standard Setting; Difficulty Level; Reading Comprehension

Abstract:
The Common Core State Standards (CCSS) set a controversial aspirational, quantitative trajectory for text complexity exposure for readers throughout the grades, aiming for all high school graduates to be able to independently read complex college and workplace texts. However, the trajectory standard is presented without reference to how the grade-by-grade complexity ranges were determined or rationalized, and little guidance is provided for educators to know how to apply the flexible quantitative text exposure standard in their local contexts. We extend and elaborate the CCSS presentation and discussion, proposing that decisions about shifting quantitative text complexity levels in schools requires more than implementation of a single, static standard. A rigorous two-part analytical strategy for decision making surrounding the quantitative trajectory standard is proposed, a strategy that can be used by state policy makers, district officials, and educators in general. First, borrowing methods from student growth modeling, we illustrate an analytical method for creation of multiple trajectories that can lead to the CCSS end-of-high-school target for text complexity exposure, resulting in trajectories that place greater burden for shifting text complexity levels on students in different grades. Second, we submit that knowledge of the multiple possibilities, in conjunction with a set of guiding principles for decision making, can support educators and policy makers in critiquing and using the CCSS quantitative standard for text complexity exposure to establish particular expectations for quantitative text complexity exposure for particular students in situ. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Florida related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Wisconsin related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Indiana related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (562K)

Descriptors:
Higher Education; Educational Attainment; Ethnicity; High School Graduates; Graduation Rate; Barriers; Access to Education; Family Income; Racial Differences; White Students; African American Students; Hispanic American Students; Asian American Students; Pacific Islanders; American Indians; Mathematics Achievement; Reading Achievement; Scores; College Preparation; Paying for College

Abstract:
National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for Kentucky related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success--insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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