NATIONAL CENTER FOR EDUCATION STATISTICS

U.S. Department of Education

Office of Educational Research and Improvement NCES 95-764

Findings from

THE CONDITION OF EDUCATION 1994

HIGH SCHOOL STUDENTS

TEN YEARS AFTER

“A NATION AT RISK”

NO.

1
U.S. DEPARTMENT OF EDUCATION

Richard W. Riley

Secretary

OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

Sharon P. Robinson

Assistant Secretary

NATIONAL CENTER FOR EDUCATION STATISTICS

Emerson J. Elliott

Commissioner

NATIONAL CENTER FOR EDUCATION STATISTICS

“The purpose of the Center shall be to collect, analyze, and disseminate statistics and other data related to education in the United

States and in other nations.”—Section 406(b) of the General

Education Provisions Act, as amended (20 U.S.C. 1221e-1).

May 1995

The text in this booklet was written by Thomas M. Smith of the Data

Development Division of NCES and appeared originally in the

Condition of Education, 1994. Susan P. Choy of MPR Associates, Inc.

adapted the content to this format, and Leslie Retallick and Lynn Sally

designed the graphics and layout.
1

HIGH SCHOOL STUDENTS TEN YEARS

AFTER “A NATION AT RISK”

On August 26, 1981 Secretary of Education T.H. Bell created the

National Commission on Excellence in Education, directing it to

examine and report on the quality of education in the United

States. The commission responded in 1983 with a report declaring:

Our Nation is at risk. Our once unchallenged preeminence in

commerce, industry, science, and technological innovation is

being overtaken by competitors throughout the world. . . . We

report to the American people that while we take justifiable pride

in what our schools and colleges have historically accomplished

and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being

eroded by a rising tide of mediocrity that threatens our very

future as a Nation and a people.1

The Commission developed a series of recommendations

designed to improve the quantity and quality of education,

including improvements to curricular content and the use of

instructional time. The goals of these recommendations were to

raise the standards and expectations of the Nation’s educational

system, improve teacher preparation, and raise the level of

reward and respect for teaching professionals. 

In this first in the series of Findings from the Condition of Education,

newly available data document the educational advances of

American high school students in the decade since the publication

of A Nation At Risk. Described below are some of the measurable

changes in high school coursetaking, student achievement, students’ educational aspirations, and college enrollment rates.

Other publications in this series provide additional perspectives

on progress during this period: No. 2, “The Educational Progress

of Black Students,” and No. 3, “America’s Teachers Ten Years

After A Nation At Risk.”
2

CHANGES IN COURSE TAKING

• High school students are taking more courses,

particularly in academic areas.

As of 1990, 42 of the 50 states had raised course requirements for

high school graduation since the publication of A Nation At Risk,

and 47 states had mandated student testing standards.

2 In 1992,

public high school graduates earned an average of 2.6 more

course units (about 5 semester courses) than their counterparts

did in 1982. On average, they earned more units in academic

subjects and fewer units in vocational subjects.

Average course units earned by 

public high school graduates

Type of course 1982 1987 1992

Total 21.3 22.8 23.9

Academic 14.1 15.6 17.4

Vocational 4.6 4.4 3.8

Personal use 2.6 2.7 2.7

SOURCE: NCES, High School and Beyond Transcript Study, 1987 NAEP High

School Transcript Study, and National Education Longitudinal Study

Transcripts, 1992.

The National Commission on Excellence in Education recommended that all high school graduates complete 4 units of

English, 3 units of science, 3 units of social studies, 3 units of

mathematics, and .5 units of computer science. Between 1982

and 1992, the percentage of high school graduates completing

the recommended curriculum in English, science, social studies,

and mathematics increased dramatically. 
3

Percentage of high school graduates who earned the 

recommended number of units in English, science,

social studies, and mathematics

SOURCE: NCES, High School and Beyond Transcript Study, 1987 and 1990

NAEP High School Transcript Studies, and National Education Longitudinal

Study Transcripts, 1992.

• Students are taking more difficult courses as

well as a greater number of courses. 

Since 1982, more students have been taking algebra, geometry,

trigonometry, and calculus; and more are taking advance science courses, including chemistry and physics. 

College-bound high school graduates (those who as sophomores reported that they expected to earn at least a 4-year

degree) took more foreign language courses in 1992 than their

counterparts did in 1982. The same was true for graduates who

as sophomores expected to attend 2 years of college or less.

1982 1987 1990 1992

29

47

40

13
Percentage of high school graduates who took 

selected mathematics and science courses

Courses 1982 1987 1990 1992

Geometry 48.4 61.5 64.7 70.4

Algebra II 36.9 47.1 49.2 56.1

Trigonometry 12.2 19.0 18.4 21.1

Calculus 4.3 6.2 6.6 10.1

Algebra II and geometry 29.1 42.4 44.0 50.1

Biology 78.7 88.3 91.6 93.0

Chemistry 31.6 44.8 49.6 55.5

Physics 13.5 19.5 21.5 24.7

Biology and chemistry 28.6 43.0 48.2 53.9

Biology, chemistry, and physics 9.8 16.8 18.9 21.6

SOURCE: NCES, High School and Beyond Transcript Study, 1987 and 1990

NAEP High School Transcript Studies, and National Education Longitudinal

Study Transcripts, 1992.

Percentage of high school graduates 

who earned foreign language course credits

12 3 4

or more or more or more or more

Year of graduation credits credits credits credits

All graduates

1982 49.8 33.7 14.4 5.2

1992 73.9 58.2 26.6 10.6

Expecting to earn a bachelor’s degree

1982 72.5 55.0 25.2 9.4

1992 87.1 73.1 35.6 14.5

Expecting to attend 2 years of college or less

1982 31.9 17.1 5.3 1.6

1992 52.5 32.8 10.4 2.9

SOURCE: NCES, High School and Beyond Transcript Study, and National

Education Longitudinal Study Transcripts, 1992.

4
CHANGES IN ACHIEVEMENT

• According to the National Assessment of

Educational Progress (NAEP), students appear to

be learning more in mathematics and science.

NAEP mathematics proficiency scores increased between 1982

and 1992 for 9-, 13-, and 17-year-olds. To place this gain in perspective, the difference between the average scores of 13- and

17-year-olds in 1992 was 34 points, or about 9 points for each

year of difference in age. Thus, the 9-point increase in the mathematics proficiency of 17-year-olds between 1982 and 1992

appears to be roughly equivalent to one year of age. Science

scores also increased for all three age groups between 1982 and

1992. Reading scores in 1992 were about the same as they had

been in 1984. 

Average proficiency scores

Subject and year Age 9 Age 13 Age 17

Reading

1984 211 257 289

1992 210 260 290

Mathematics

1982 219 269 298

1992 230 273 307

Science

1982 221 250 283

1992 231 258 294

SOURCE: NCES, National Assessment of Educational Progress.

5
• The increase in academic course taking does

not appear to have adversely affected the

achievement of advanced students.

Based on three separate measures—the number taking

Advanced Placement (AP) examinations, NAEP scores, and

Scholastic Aptitude Test (SAT) scores—advanced students are

doing at least as well, and sometimes better, as they were a

decade ago. Since 1984, the proportion of students taking AP

examinations has more than doubled. In 1992, 57 out of every

1,000 11th- and 12th-graders took AP examinations, up from 24

in 1984. About two-thirds of all AP examinations taken by 11thand 12th-graders in 1992 had a score of 3 or higher, the minimum

usually needed to qualify for college credit.3

NAEP scores indicate greater science proficiency for the highest

performing 17-year-old students: the 90th percentile score (the

score that 90 percent of students score below) increased by 8

points between 1982 and 1992. The reading and mathematics

proficiencies of the highest performing 17-year-old students

were about the same in 1992 as in the early 1980s. 

Number of 11th- and 12th-graders taking Advanced Placement 

examinations per 1,000 11th- and 12th-graders

SOURCE: The College Board, Advanced Placement

Program, National Summary Reports, 1984–92.

6

‘84

100

80

60

40

20

‘86 ‘88 ‘90 ‘92

0

Number per 1,000
90th percentile NAEP scores for 17-year-old students

Assessment 1982 1984 1986 1988 1990 1992

Reading — 340 — 337 343 338

Mathematics 341 — 343 — 345 345

Science 342 — 345 — 348 350

—Not tested.

SOURCE: NCES, National Assessment of Educational Progress.

The percentage of high school graduates taking the SAT

increased from 33 percent in 1983 to 41 percent in 1993 without a

decline in the percentage of high scorers. The percentage scoring

above 600 increased from 16 percent to 19 percent on the mathematics section and remained stable at 7 percent on the verbal

section.4

• For the most part, students with lower abilities do not appear to have suffered as a result

of curricular reforms instituted since the publication of A Nation A Risk.

Fewer high school graduates are taking remedial mathematics

courses (17 percent in 1992 compared with 33 percent in 1982).5

Mathematics and science proficiencies (as measured by NAEP)

have increased for the lowest performing students: in 1992, the

10th percentile score for 17-year-olds (the score that 10 percent

of students score below) was 11 points higher in mathematics

and 12 points higher in science than in 1982. 

7
10th percentile NAEP scores for 17-year-old students 

Assessment 1982 1984 1986 1988 1990 1992

Reading — 236 — 242 237 231

Mathematics 256 — 263 — 264 267

Science 222 — 230 — 229 234

—Not tested.

SOURCE: NCES, National Assessment of Educational Progress.

• Fewer students are dropping out of high

school between 10th and 12th grade than a

decade ago. 

The 10th- to 12th-grade dropout rate declined by 5 percentage

points between 1980 and 1990. Eleven percent of 1980 high

school sophomores left school by the spring of 1982 without a

high school diploma or its equivalent; the comparable rate for

1990 sophomores was 6 percent.6

The dropout news is not so encouraging for younger students,

however. All states mandate compulsory schooling through the

age of 16.7 Nevertheless, a sizable number of students drop out

of school before completing the 10th grade. Of the members of

the 8th-grade class of 1988, 7 percent had dropped out of school

by the spring of 10th grade.8 The most commonly given reason

was that they did not like school. Almost one-third of females

who dropped out between the 8th and 10th grade gave pregnancy as a reason for dropping out.

8
Percentage of 1988 8th-graders who dropped out between 

8th and 10th grade who gave various reasons for dropping out 

SOURCE: NCES, National Education Longitudinal Study

of 1988.

CHANGES IN EDUCATIONAL ASPIRATIONS AND

COLLEGE ENROLLMENT

• Students’ educational aspirations are increasing.

The percentage of high school sophomores aspiring to more

than a high school diploma increased from 73 percent in 1980 to

90 percent in 1990.9 Along with students’ own heightened aspirations, more parents, guidance counselors, and teachers are

advising students to attend college. Even low-achieving students are being advised to go to college. In 1990, 57 percent of

sophomores scoring in the lowest test quartile on an achievement test of reading, vocabulary, and mathematics had been

advised by a teacher to attend college.10

9

51

Could not keep up

with school work

Could not get along

with teachers

Was failing school

Did not like school

Was pregnant

(females only)

40

35

31

31
Percentage of sophomores advised to go to college

SOURCE: NCES, High School and Beyond and National Education

Longitudinal Study of 1988.

• The percentage of students making the immediate transition from high school to college

continues to rise. 

Since most college students enroll immediately after high

school, the percentage of high school graduates enrolled in college in the October following graduation is a leading indicator

of the proportion of graduates who will eventually enroll. 

Percentage of high school graduates enrolling in college

in the October after high school graduation

SOURCE: U.S. Department of Commerce, Bureau of the

Census, October Current Population Surveys.

10

77

65

83 1990

1980

59

32 32

65 66

Fathers Mothers Guidance

counselors

Teachers

Percent

0

‘82

20

40

60

80

100

‘84 ‘86 ‘88 ‘90 ‘92

Total

4-year

2-year
11

• Increased enrollment in college over the past

decade has occurred despite dramatic

increases in college costs between 1982 and

1992. 

Median family income (among families with children 6–17

years old) has not kept pace with increases in the cost of college.

Tuition, room, and board at public institutions of higher education increased from 11 percent of median family income in 1982

to 14 percent in 1992. For those at the 25th percentile of family

income, costs at public institutions increased from 20 percent of

their income in 1982 to 25 percent in 1992, and at the 75th percentile, from 8 percent to 9 percent.

Average tuition, room, and board at public institutions 

as a percentage of income of families with

children 6–17 years old at selected income percentiles

SOURCE: NCES, Integrated Postsecondary Education Data

System and U.S. Department of Commerce, Bureau of the

Census, Current Population Survey, March supplement.

• It is difficult to assess how increases in the

academic proficiency of 17-year-olds and the

percentage of high school graduates going to

college affect the academic preparedness of

college freshmen.

25th percentile

‘82 ‘84 ‘86 ‘88 ‘90 ‘92

Percent

0

10

15

20

25

30

5

50th percentile

75th percentile
On one hand, even though more high school graduates are taking the SAT, average test scores have not fallen. Mathematics

scores on the SAT increased by 10 points, and verbal scores

decreased by 1 point between 1983 and 1993.11 American

College Testing Program (ACT) scores between 1983 and 1992

show a similar pattern.12 On the other hand, the percentage of

colleges and universities offering remedial instruction or tutoring increased between 1983 and 1992. 

Percent of colleges and universities offering 

remedial instruction or tutoring 

1980–81 1984–85 1988–89 1991–92

4-year colleges 78.9 85.8 89.0 88.6

2-year colleges 83.8 93.4 93.8 90.9

SOURCE: College Entrance Examination Board, Annual Survey of Colleges.

SUMMARY

Since the publication of A Nation At Risk, a greater proportion of

high school students are taking core courses, and a greater proportion are taking high-level courses in those subjects. More

high school students are taking advanced placement examinations, and fewer are dropping out between 10th and 12th grade.

Mathematics and science achievement have increased since the

early 1980s. Finally, a greater share of students are aspiring to

and attending college after they graduate from high school. 

12
REFERENCES

1The National Commission on Excellence in Education, A Nation At

Risk: The Imperative for Educational Reform. Washington, D.C.: April

1983, 5.

2R. Coley and M.E. Goetz. Educational Standards in the Fifty States:

1990. Princeton, N.J.: Educational Testing Service and U.S.

Department of Education, National Center for Education Statistics.

Overview and Inventory of State Requirements for School Coursework

and Attendance. Washington, D.C.: 1992.

3The College Board, Advanced Placement Program, National

Summary Reports, 1984–1992.

4College Entrance Examination Board, National Report: College

Bound Seniors, 1972–1993.

5High School and Beyond Transcript Study, 1987 and 1990 NAEP

High School Transcript Studies, and the National Education

Longitudinal Study Transcripts, 1992.

6High School and Beyond and National Education Longitudinal

Study of 1988.

7Education Commission of the States, “Compulsory School Age

Requirements, March 1992” and unpublished revisions. 

8National Education Longitudinal Study of 1988.

9High School and Beyond and the National Education Longitudinal

Study of 1988.

10National Education Longitudinal Study of 1988.

11College Entrance Examination Board, National Report: CollegeBound Seniors, 1972–1993.

12Digest of Education Statistics, 1993, table 132, based on The

American College Testing Program, High School Profile Report, annual.

13
For more information, see the following NCES publications:

The Condition of Education, 1994. Washington, D.C.: 1994.

Digest of Education Statistics, 1994. Washington, D.C.: 1994.

Dropout Rates in the United States: 1993. Washington, D.C.: 1994.

America’s High School Sophomores: A Ten Year Comparison.

Washington, D.C.: 1993.

Forthcoming Findings from the Condition of Education:

No. 4: The Educational Progress of Hispanic Students

No. 5: The Educational Progress of Women

No. 6: The Cost of Higher Education

14