# Presentation: 248194

## Briefing on High School Transcripts

- Briefing on High School Transcripts

**Summary of Findings, 1982-2004**

- February 9, 2007

## Transcript data sources

-     Transcripts collected from 14,900 students in 2004
-      National study representing 2.7 million of 2003-04 high school graduates
-      Based on transcripts from over 750 public and private schools
-      Includes mathematics and reading achievement test scores of the students
-      Transcript studies also conducted as part of longitudinal studies in 1982 (HS&B)          and 1992 (NELS)
**High School Transcript Study of the National Assessment of ****Educational Progress**
-   National study representing 2.7 million 2005 high school graduates
-   Transcripts collected from 26,000 students and over 700 schools
-   Transcripts linked to NAEP achievement tests of the students
-    Transcript studies conducted in 1987, 1990, 1994, 1998, 2000, and 2005

## Trends in average credits completed by major program area

- TRENDS IN COURSETAKING

- ELS:2002/04; HS&B 1980/82; and NAEP, 1990,  1998, Transcript Components

- Between 1982-2004,
- Total average credits completed by graduates increased from 22 to 26
- Average credits of Academic courses increased
- Average credits of Vocational education courses decreased

## Trends in courses completed by high school graduates

- Between 1982-2004, average credits earned increased in all academic subject areas

- TRENDS IN COURSETAKING

- ELS:2002/04; HS&B 1980/82; and NAEP, 1990,  1998, Transcript Components

## TRENDS IN COURSETAKING

| Year  | Average credits in civics | Percent increase compared to previous period | Average credits in the arts | Percent increase compared to previous period |
| --- | --- | --- | --- | --- |
| 
2004 | 
0.62 | 
-5 | 
2.03 | 
+8 |
| 
1998 | 
0.65 | 
+10 | 
1.89 | 
+24 |
| 
1990 | 
0.59 | 
+9 | 
1.52 | 
+6 |
| 
1982 | 
  0.54 | 
-- | 
1.44 | 
-- |

**Trend in average credits of civics and arts completed by graduates**

- --  Not applicable
- ELS:2002/04; HS&B 1980/82; and NAEP, 1990,  1998, Transcript Components

## TRENDS IN COURSETAKING

**Trends in courses completed by high school graduates**

- The percentages of students reaching the Advanced levels of ***mathematics*** and ***science*** course work have increased substantially since 1982

- ELS:2002/04; NELS:88/92; HS&B 1980/82 and NAEP, 1987, 1990, 1994, 1998, 2000, Transcript Components

## TRENDS IN COURSETAKING

- Trends in rigor of academic curriculum completed by graduates

- Sixty percent of all high school graduates completed the requirements for a standard “New Basics” or Rigorous curriculum in 2004
- About 20 percent completed those requirements in 1982

- ELS:2002/04; NELS:88/92; and HS&B 1980/82  Transcript Components

## PATTERNS OF COURSE WORK

**Ninth and eventual 12****th**** grade mathematics course completed**

- Among students who complete geometry in the ninth grade, 84% take Advanced mathematics (trigonometry-pre-calculus or calculus) by the 12th grade

- ELS:2002/04 Transcript Component

- Percent completing specific course by end of  high school

- Among students who take general or applied mathematics in the ninth grade, 10% take Advanced mathematics

- Mathematics course taken in 9th grade

**Mathematics course taken in 9****th**** grade**

## PATTERNS OF COURSE WORK

**Mathematics course taken in the 9th grade **

- General/basic or applied math has declined from 27 to 7 percent
- Algebra I has increased from 44 to 51 percent
- Geometry has increased from 5 to 18 percent

- Between 1982 and 2004 the percentage of 9th graders who complete:

- Mathematics course taken in 9th grade

**PERCENT OF 9****TH**** GRADERS**

- ELS:2002/04 Transcript Component

## COURSE TAKING AND ACHIEVEMENT 

**Advanced level courses and academic achievement, 2004**

- Graduates who completed Advanced level courses in mathematics had higher achievement scores than other students in 2004

- ELS:2002/04 Transcript Component

## COURSE TAKING AND ACHIEVEMENT 

**Advanced level courses and academic achievement, 1992 and 2004**

- The increase in mathematics achievement of those who took Advanced level mathematics courses was not statistically different for 1992 and 2004 graduates

- ELS:2002/04 and NELS:88/92 Transcript Components

## DIFFERENCES BY GENDER 

**Differences in course taking level by gender**

- Females were _less likely_ than males to complete Advanced level mathematics courses in 1982

- Females were _more likely_ than males to complete Advanced level mathematics courses in 2004

- ELS:2002/04 and HS&B 1980/82 Transcript Components

## DIFFERENCES BY GENDER 

**Differences in math achievement by course taking level and gender**

- Males generally had higher mathematics achievement scores than females who completed the same level of mathematics courses in 2004.

- ELS:2002/04 Transcript Component

## DIFFERENCES BY RACE/ETHNICTY

- The proportions of both Whites and Blacks who reached the Advanced level of mathematics grew between 1982 and 2004

**Differences in course taking level by race/ethnicity**

- ELS:2002/04 and HS&B 1980/82 Transcript Components

## DIFFERENCES BY RACE/ETHNICTY

- The proportion of both Whites and Hispanics who reached the Advanced level of mathematics grew between 1982 and 2004

**Differences in course taking level by race/ethnicity**

- ELS:2002/04 and HS&B 1980/82 Transcript Components

## DIFFERENCES BY RACE/ETHNICTY

- The proportion of both Whites and Asians who reached the Advanced level of mathematics grew between 1982 and 2004

**Differences in course taking level by race/ethnicity**

- ELS:2002/04 and HS&B 1980/82 Transcript Components

## DIFFERENCES BY RACE/ETHNICTY

- The proportion of both Whites and Native Americans who reached the Advanced level of mathematics grew between 1982 and 2004

**Differences in course taking level by race/ethnicity**

- ELS:2002/04 and HS&B 1980/82 Transcript Components

## DIFFERENCES BY RACE/ETHNICTY

**Differences in math achievement by course level and race/ethnicity**

- Whites generally earned higher average mathematics scores than Black and Hispanic graduates completing the same mathematics course by 2004

- The achievement of Asians were generally not significantly different from that of Whites completing the same level of mathematics course by 2004

- ELS:2002/04 Transcript Component

**IRT number right**

## LONG-TERM TRENDS IN ACHIEVEMENT 

**Long-term trends in achievement**

- Mathematics achievement at age 17 was higher in 2004 than in 1982 and two other years.

- National Assessment of Educational Progress, Long-term Trend Assessment, 2004

## LONG-TERM TRENDS IN ACHIEVEMENT

**Long-term trends in achievement**

- Reading achievement at age 17 was lower in 2004 than in 1984 thorough 1992

- National Assessment of Educational Progress, Long-term Trend Assessment, 2004

## Education Longitudinal Study: 2002

- NCES Transcript Studies

- References
- Education Longitudinal Study: 2002/04, Transcript Component.
- National Education Longitudinal Study of 1988: Second Follow-up, Transcript Component.
- High School and Beyond, 1980 Sophomores, First Follow-up, Transcript Component.
- National Assessment of Educational Progress, 1987, 1990, 1994, 1998, 2000, Transcript Components.