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Darvin M. Winick, Chair

President

Winick & Associates, Inc.

Dickinson, Texas

Honorable Jo Ann Pottorff, Vice Chair

State Legislator

Topeka, Kansas

Amanda P. Avallone

Assistant Principal and

Eighth-Grade Teacher

Summit Middle School

Boulder, Colorado

Barbara Byrd-Bennett

Chief Executive Officer

Cleveland Municipal

School District

Cleveland, Ohio

Carl A. Cohn

Clinical Professor

Rossier School of Education

University of Southern California

Los Angeles, California

Shirley V. Dickson

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Education Commission of the

States

Denver, Colorado

Edward Donley

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Air Products & Chemicals, Inc.

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Messalonskee High School

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Fourth-Grade Teacher

Fall-Meyer Elementary School

Toledo, Ohio

Honorable Ronnie Musgrove

Jackson, Mississippi

Diane Ravitch

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New York University

New York, New York

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Methods

Michigan State University

East Lansing, Michigan

Sister Lourdes M. Sheehan, R.S.M.

Associate General Secretary

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Charles E. Smith

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Washington, DC

What is The National Assessment of Educational Progress?

The National Assessment of Educational Progress (NAEP) is a nationally representative and continuing

assessment of what America’s students know and can do in various subject areas. Since 1969, assessments

have been conducted periodically in reading, mathematics, science, writing, history, geography, and

other fields. By making objective information on student performance available to policymakers at the

national, state, and local levels, NAEP is an integral part of our nation’s evaluation of the condition and

progress of education. Only information related to academic achievement is collected under this program

NAEP guarantees the privacy of individual students and their families.

NAEP is a congressionally mandated project of the National Center for Education Statistics within the

Institute of Education Sciences of the U.S. Department of Education. The Commissioner of Education

Statistics is responsible, by law, for carrying out the NAEP project through competitive awards to qualified

organizations.

In 1988, Congress established the National Assessment Governing Board (NAGB) to oversee and set

policy for NAEP. The Board is responsible for: selecting the subject areas to be assessed; setting appropriate

student achievement levels; developing assessment objectives and test specifications; developing a process

for the review of the assessment; designing the assessment methodology; developing guidelines for

reporting and disseminating NAEP results; developing standards and procedures for interstate, regional,

and national comparisons; determining the appropriateness of all assessment items and ensuring the

assessment items are free from bias and are secular, neutral, and non-ideological; taking actions to improve

the form, content, use, and reporting of results of the National Assessment; and planning and executing

the initial public release of National Assessment of Educational Progress reports.

The National Assessment Governing Board

U.S. Department of Education 

Rod Paige 

Secretary

Institute of Education Sciences 

Grover J. Whitehurst 

Director

National Center for Education Statistics 

Robert Lerner 

Commissioner

The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and 

reporting data related to education in the United States and other nations. It fulfills a congressional mandate to 

collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; 

conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state 

and local education agencies in improving their statistical systems; and review and report on education activities in 

foreign countries. 

NCES activities are designed to address high priority education data needs; provide consistent, reliable, complete, 

and accurate indicators of education status and trends; and report timely, useful, and high quality data to the U.S. 

Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the 

general public. 

We strive to make our products available in a variety of formats and in language that is appropriate to a variety of 

audiences. You, as our customer, are the best judge of our success in communicating information effectively. If you 

have any comments or suggestions about this or any other NCES product or report, we would like to hear from you. 

Please direct your comments to: 

National Center for Education Statistics 

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1990 K Street NW 

Washington, DC 20006 

March 2004 

The NCES World Wide Web Home Page is: http://nces.ed.gov

The NCES World Wide Web Electronic Catalog is: http://nces.ed.gov/pubsearch

Suggested Citation 

U.S. Department of Education, National Center for Education Statistics. The High School Transcript Study: A Decade 

of Change in Curricula and Achievement, 1990–2000. NCES 2004–455, by Robert Perkins, Brian Kleiner, Stephen 

Roey, and Janis Brown. Project Officer: Janis Brown. Washington, DC: 2004. 

For ordering information on this report, write: 

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iii 

ACKNOWLEDGMENTS 

The authors appreciate the comprehensive review of this report by the following 

adjudication panel members: Albert Beaton, James Carlson, Mary Crovo, Larry Feinberg, Ray Fields, 

Gary Hoachlander, Lisa Hudson, Andrew Kolstad, Carolyn Lee, Andrew Malizio, Karen O’Conor, and 

Jeffrey Owings. 

The authors of this report are indebted to all the schools that participated in the study and 

thus provided the information that made this report possible. At Westat, in addition to the authors, Nancy 

Caldwell, Lloyd Hicks, Yan Yun Liu, Keith Rust, Neha Singh, Michael Stock, and Barbara Brickman 

contributed to the production of this report. 
iv 
v 

FOREWORD 

The 2000 High School Transcript Study (HSTS) was conducted by Westat for the U.S. 

Department of Education’s National Center for Education Statistics. This study provides the Department 

of Education and other educational policymakers with information regarding current course offerings and 

students’ coursetaking patterns in the nation’s secondary schools. Since similar studies were conducted on 

the coursetaking patterns of 1982, 1987, 1990, 1994, and 1998 graduates, one research objective was to 

study changes in these patterns. Another research objective was to compare coursetaking patterns to study 

results on the 2000 National Assessment of Educational Progress (NAEP). NAEP is a federally funded, 

ongoing, periodic assessment of educational achievement in the various subject areas and disciplines 

taught in the nation’s schools. Since 1969, NAEP has gathered nationwide information about the levels of 

educational achievement of elementary and secondary school students. 

The 2000 High School Transcript Study is documented in three reports: 

 The High School Transcript Study: A Decade of Change in Curricula and 

Achievement, 1990–2000 – This summary report highlights major findings from the 

HSTS 2000 and examines the trends and changes in high school curriculum and 

student coursetaking patterns for the decade between 1990 and 2000. 

 The 2000 High School Transcript Study User’s Guide and Technical Report – The 

User’s Guide and Technical Report documents the procedures used to collect and 

summarize the data. It also provides information needed to use all publicly released 

data files produced by the study. 

 The 2000 High School Transcript Study Tabulations: Comparative Data on Credits 

Earned and Demographics for 2000, 1998, 1994, 1990, 1987, and 1982 High School 

Graduates – The Tabulations Report provides a large number of tables that 

summarize the coursetaking patterns of 2000 high school graduates and compare them 

to those of their counterparts in 1982, 1987, 1990, 1994, and 1998. The report also 

provides data tables describing the relationship of the coursetaking patterns of 2000 

graduates to their proficiencies in mathematics and science as measured by the 2000 

National Assessment of Educational Progress. 

It is expected that there will be a diverse audience interested in the potential of HSTS data 

for educational research. The summary report will introduce researchers to the HSTS data, as well as 

provide highlights from the HSTS 2000 data. Some readers will be interested in a more in-depth 

discussion of the technical aspects of the HSTS, while other readers may wish to obtain further 

information on the HSTS findings. These readers are referred to the User’s Guide and Technical Report 

and the Tabulations Report, respectively, to locate such information. 
vi 
vii 

EXECUTIVE SUMMARY 

Background 

Over the years, various reform efforts have sought to improve the quality of education across 

the nation. In the early 1980s, the focus was on statewide curricula in core courses, a response to the 

report A Nation at Risk (National Commission on Excellence in Education 1983). Since then, to address 

issues of a quality education, efforts have emphasized courses in specific subject areas (mathematics and 

science, for example), the number of courses completed, and the timeline for course completion. 

Transcript studies serve as a barometer for changes in high school student coursetaking 

patterns which, in combination with school course offerings, provide valuable information about the rigor 

of high school curricula across the nation. One such transcript study, the High School Transcript Study 

(HSTS), periodically surveys the curricula being offered in our nation’s high schools and the coursetaking 

patterns of high school students. 

This report presents findings from the HSTS 2000 and examines the trends and changes in 

high school curriculum and student coursetaking patterns for the past decade. The results from the HSTS 

2000 are presented with respect to earned course credits, grade point average, and education achievement, 

as measured by the NAEP 2000 mathematics and science assessments.1

 In addition, results are compared 

across the transcript studies between 1990 and 2000 (HSTS 1990, HSTS 1994, HSTS 1998, and HSTS 

2000). Findings are viewed throughout the report by selected student and school characteristics, including 

student gender, student race/ethnicity, school type (public vs. nonpublic), and region of the country. 

Additional transcript studies were conducted by the National Center for Education Statistics 

(NCES) in 1982 in conjunction with the first follow-up survey of the High School and Beyond Study, in 

1987 as a study of the 11th-grade cohort of the 1986 NAEP, and in 1992 in conjunction with the second 

follow-up of the National Education Longitudinal Study of 1988 (NELS:88). For documentation about 

these studies, see chapter 6 (References). This report looks at the HSTS from 1990 to 2000 conducted in 

conjunction with NAEP. For this report, only the NAEP-based transcript studies are used, because it is 

only for these studies that the target population remains the same. 

 

1

For HSTS 2000, NCES conducted a national survey of high school transcripts of 12th-grade students in conjunction with the 2000 National 

Assessment of Educational Progress (NAEP) mathematics and science assessments. The irregular frequency of the HSTS transcript studies 

prevents the comparisons of HSTS data with the NAEP main mathematics and science assessments from previous years. The NAEP main

assessments associated with HSTS 1994 and HSTS 1998 covered neither mathematics nor science. A NAEP main mathematics assessment

occurred in 1990, but the design of HSTS 1990 linked HSTS with NAEP data at the school level, not at the student level. 
viii 

It should also be noted that trends in the relationship between coursetaking patterns and 

student achievement (as measured by NAEP) are not presented, since the corresponding NAEP 

assessment subjects differ across years. However, comparisons of coursetaking patterns are possible, due 

to the comparable analysis and course classification methodologies across the HSTS. The 2000 transcript 

study was conducted from May through October of 2000 after the administration of NAEP. Transcripts 

were collected for 12th-grade students who graduated high school by the end of the collection period. 

Most students also participated in the NAEP assessments earlier that same year. 

The differences between the estimates discussed in the report take into account the standard 

errors associated with the estimates. Comparisons are based on statistical tests that consider both the 

magnitude of the difference between the estimates and the standard errors of those statistics. The 

statistical tests used in the analysis included Bonferroni-adjusted t-tests and correlations (see appendix A 

for further detail). Throughout this report, differences between estimates are pointed out only when they 

are significant from a statistical perspective. All differences reported are significant at the 0.05 alpha 

level. 

Key Findings 

Course Credits Earned 

 Overall, the number of course credits2 earned by high school graduates increased 

throughout the 1990s. In 2000, high school graduates earned an average of 26.2 

course credits, compared to an average of 23.6 in 1990 (see figure 1 in chapter 2). 

 The average number of credits earned in the core academic subject fields 

(mathematics, science, English, and social studies) increased from 13.7 to 15.0 credits 

between 1990 and 2000 (see figure 3 in chapter 2). 

 High school graduates increased their number of earned credits in computer-related 

vocational courses from 0.4 in 1990 to 0.7 in 2000 (see figure 4 in chapter 2). In the 

same 10-year span, the number of credits earned by high school graduates decreased 

in noncomputer-related vocational courses (3.5 in 1990, 3.1 in 2000). 

 Public high school graduates increased their number of earned course credits from 

1990 (23.5) to 2000 (26.2) (see figure 8 in chapter 2). 

 

2

Schools participating in the HSTS varied widely in their assignments of credits to their courses. The transcript study standardized the credits 

across schools such that one credit equals one Carnegie unit. One Carnegie unit equals a class period (45 to 60 minutes) that occurs once per day 

across the entire school year. Standardization to Carnegie units allows for an accurate comparison of course credits across schools within a 

transcript study and also allows for an accurate comparison between transcript studies over time. 
ix 

Grade Point Average 

 From 1990 to 2000, the grade point average3 (GPA) of high school graduates 

increased from 2.68 to 2.94 (with a highest possible GPA of 4.00) (see figure 10 in 

chapter 3). 

 Of the 16 major course subjects covered by the HSTS 2000, mathematics and science 

courses proved the most difficult for high school students. High school graduates in 

the year 2000 earned 2.60 and 2.67 mean GPAs, respectively, for mathematics and 

science courses (see table 3 in chapter 3), both lower than the mean GPAs for the 

other 14 course subjects. High school graduates also earned lower mathematics and 

science mean GPAs compared to other course subjects in the 1990, 1994, and 1998 

transcript studies. 

 In 2000, high school graduates who took Advanced Placement (AP) and/or 

International Baccalaureate (IB) courses in both mathematics and science earned an 

overall mean GPA of 3.61. This mean GPA was higher than graduates who took 

AP/IB mathematics courses only (3.53 GPA) or AP/IB science courses only (3.33 

GPA) (see table 4 in chapter 3).4

 High school graduates who took neither AP/IB 

mathematics courses nor AP/IB science courses earned a lower overall mean GPA 

(2.85) than the AP/IB coursetaking subgroups. 

 High school graduates in 2000 earned a higher mean GPA during grade 12 than in any 

other grade. The 2000 high school graduates earned a 12th-grade mean GPA of 3.03, 

compared to a 2.92 mean GPA for 9th grade, a 2.89 mean GPA for 10th grade, and a 

2.92 mean GPA for 11th grade (see figure 12 in chapter 3). 

 Female high school graduates earned a higher overall mean GPA in 2000 than male 

high school graduates (3.05 vs. 2.83) (see figure 13 in chapter 3). 

 The increase in the mean GPA of high school graduates from 1990 to 2000 was 

evident for all examined student and school characteristics (gender, race/ethnicity, 

school type, and region of the country). 

Education Achievement 

 Public and nonpublic high school graduates differed in their mean NAEP 2000 

mathematics assessment scores.5

 Nonpublic high school graduates achieved a mean 

 

3

The grade point average represents the average number of grade points a student earns for each graded high school course. Since not all schools 

have the same standards for course credits and grade scales, the HSTS converts course credits to standardized Carnegie units and assigns grade 

points based on the four-point grade scale. There were no additional grade points assigned for Advanced Placement, International Baccalaureate, 

and other honors classes. 

4

Advanced Placement and International Baccalaureate mathematics courses include courses in precalculus, calculus, and statistics. Advanced 

Placement and International Baccalaureate science courses include courses in biology, chemistry, physics, and environmental science. 

5

Public schools include all state-run elementary, secondary, charter, Bureau of Indian Affairs, and Department of Defense schools. Nonpublic 

schools include Catholic schools, other religious schools, and all other private schools. 
x 

318 mathematics assessment score (out of a possible 500 points), compared to the 

mean 300 mathematics assessment score achieved by public high school graduates 

(see table 7 in chapter 4). 

 Those HSTS 2000 graduates with AP/IB mathematics credits achieved a mean 345 

NAEP mathematics assessment score (out of a possible 500 points), compared to the 

mean 297 mathematics assessment score achieved by graduates without AP/IB 

mathematics credits (see table 7 in chapter 4). Graduates with AP/IB science credits 

had a mean 179 NAEP science assessment score (out of a possible 300 points), 

compared to the mean 144 science assessment score achieved by graduates without 

AP/IB science credits (see table 8 in chapter 4). 

 High school graduates in the HSTS 2000 who earned mathematics course credits 

during the 12th grade earned higher scores on the NAEP 2000 mathematics 

assessment than graduates who last earned mathematics course credits before the 12th 

grade (see table 7 in chapter 4). 

 The NAEP 2000 science assessment scores earned by graduates differed by the 

highest science course level attained—the higher the science course level graduates 

attained, the higher the mean NAEP science assessment score they achieved (see table 

8 in chapter 4). 

 A large positive correlation existed between the GPA that 2000 high school graduates 

earned in mathematics courses and their NAEP mathematics assessment scores (see 

table 7 in chapter 4).6

 A medium positive correlation existed between their GPA in 

science courses and their NAEP science assessment scores (see table 8 in chapter 4). 

 

6

See chapter 4 and appendix A for a description of correlation values. 
xi 

TABLE OF CONTENTS 

Chapter Page

 ACKNOWLEDGMENTS ............................................................................... iii 

 FOREWORD................................................................................................... v 

 EXECUTIVE SUMMARY ............................................................................. vii 

1 INTRODUCTION ........................................................................................... 1-1 

Overview of the 2000 High School Transcript Study...................................... 1-1 

The High School Transcript Study Framework: The Classification of 

Secondary School Courses............................................................................... 1-2 

High School Transcript Study Instruments...................................................... 1-2 

Description of the Samples .............................................................................. 1-3 

Target Population............................................................................................. 1-4 

Reporting Results............................................................................................. 1-4 

Caution in Interpreting Results ........................................................................ 1-5 

Structure of the Report..................................................................................... 1-6 

2 COURSE CREDITS EARNED....................................................................... 2-1 

Total Course Credits Earned............................................................................ 2-1 

Course Credits Earned in Course Subjects ...................................................... 2-2 

Total Course Credits Earned, by Student and School Characteristics ............. 2-8 

Summary.......................................................................................................... 2-14 

3 GRADE POINT AVERAGE........................................................................... 3-1 

Mean Grade Point Average.............................................................................. 3-1 

Mean Grade Point Average, by Course Subject .............................................. 3-2 

Mean Grade Point Average, by Grade Level................................................... 3-5 

Mean Grade Point Average, by Student and School Characteristics............... 3-7 

Summary.......................................................................................................... 3-14 

4 COMPARISON OF HSTS 2000 RESULTS WITH NAEP 2000 

 ASSESSMENT SCORES................................................................................ 4-1 

Mean NAEP Mathematics Assessment Scores................................................ 4-4 

Mean NAEP Science Assessment Scores ........................................................ 4-7 

Correlation of NAEP 2000 Mathematics Assessment Scores and 

Mathematics Grade Point Averages................................................................. 4-9 

Correlation of NAEP 2000 Science Assessment Scores and 

Science Grade Point Averages......................................................................... 4-11 

Summary.......................................................................................................... 4-13 

5 CONCLUSIONS ............................................................................................. 5-1 
xii 

TABLE OF CONTENTS (CONTINUED) 

Chapter Page

6 REFERENCES ................................................................................................ 6-1 

List of Appendixes 

Appendix Page

A SURVEY METHODOLOGY ......................................................................... A-1 

B ANALYSIS TABLES...................................................................................... B-1 

C STANDARD ERROR TABLES ..................................................................... C-1 

D GLOSSARY .................................................................................................... D-1 

List of Tables 

Table Page

1 State-level course credit graduation requirements: 1987 and 2000 ................. 2-3 

2 Percentage of high school graduates earning AP and IB mathematics and 

 science course credits: 1990, 1994, 1998, and 2000........................................ 2-7 

3 Mean grade point average of high school graduates, by course subject: 

 1990, 1994, 1998, and 2000............................................................................. 3-3 

4 Mean grade point average of high school graduates, by AP and IB course 

 status: 1990, 1994, 1998, and 2000.................................................................. 3-5 

5 Definitions of mathematics course levels ........................................................ 4-3 

6 Definitions of science course levels................................................................. 4-3 

7 Mean NAEP mathematics assessment scores for HSTS high school 

 graduates, by student and school characteristics: 2000.................................... 4-5 

8 Mean NAEP science assessment scores for HSTS high school 

 graduates, by student and school characteristics: 2000.................................... 4-8 
xiii 

TABLE OF CONTENTS (CONTINUED) 

List of Tables (Continued) 

Table Page

9 Correlation of NAEP mathematics assessment scores of high school 

 graduates with mathematics grade point average, by student and school 

 characteristics: 2000 ........................................................................................ 4-10 

10 Correlation of NAEP science assessment scores of high school 

 graduates with science grade point average, by student and school 

 characteristics: 2000 ........................................................................................ 4-12 

A-1 Total sampled schools and students for the HSTS study: 2000....................... A-7 

A-2 Numeric grade conversion ............................................................................... A-14 

A-3 Percentage distribution of high school graduates, by student and school 

 characteristics: 1990, 1994, 1998, and 2000.................................................... A-21 

A-4 Census region definitions................................................................................. A-22 

B-1 Distribution of high school graduates by student and school characteristics: 

 1990, 1994, 1998, and 2000............................................................................. B-2 

B-2 Distribution of high school graduates’ earned course credits (Carnegie units) 

 by student and school characteristics: 1990, 1994, 1998, and 2000 ................ B-3 

B-3 Mean number of credits (Carnegie units) earned in course subjects by high 

 school graduates: 1990, 1994, 1998, and 2000................................................ B-4 

B-4 Distribution of high school graduates’ grade point average by student and 

 school characteristics: 1990, 1994, 1998, and 2000 ........................................ B-5 

B-5 Mean grade point average of high school graduates by course subject: 

 1990, 1994, 1998, and 2000............................................................................. B-6 

B-6 Mean NAEP mathematics proficiency estimates of HSTS high school 

 graduates by student and school characteristics: 2000..................................... B-7 

B-7 Mean NAEP science proficiency estimates of HSTS high school graduates 

 by student and school characteristics: 2000..................................................... B-8 

B-8 Correlation of NAEP mathematics proficiency estimates of HSTS high 

 school graduates with mathematics grade point average by student and 

 school characteristics: 2000 ............................................................................. B-9 
xiv 

TABLE OF CONTENTS (CONTINUED) 

List of Tables (Continued) 

Table Page

B-9 Correlation of NAEP science proficiency estimates of HSTS high school 

 graduates with science grade point average by student and school 

 characteristics: 2000 ........................................................................................ B-10 

C-1 Estimates and standard errors for chapter 2 figures......................................... C-2 

C-2 Estimates and standard errors for chapter 3 figures......................................... C-6 

C-3 Standard error of percentage of high school graduates earning AP and IB 

 mathematics and science course credits: 1990, 1994, 1998, and 2000............ C-10 

 

C-4 Standard error of mean grade point average of high school graduates by 

 course subject: 1990, 1994, 1998, and 2000.................................................... C-11 

C-5 Standard error of mean grade point average of high school graduates by AP 

 and IB course status: 1990, 1994, 1998, and 2000 .......................................... C-12 

C-6 Standard error of mean NAEP mathematics assessment scores for HSTS 

 high school graduates by school and student characteristics: 2000 ................. C-13 

C-7 Standard error of mean NAEP science assessment scores for HSTS high 

 school graduates by school and student characteristics: 2000 ......................... C-14 

C-8 Standard error of correlation of NAEP mathematics assessment scores of 

 high school graduates with mathematics grade point average by school and 

 student characteristics: 2000............................................................................ C-15 

C-9 Standard error of correlation of NAEP science assessment scores of high 

 school graduates with mathematics grade point average by school and 

 student characteristics: 2000............................................................................ C-16 

C-10 Standard error of distribution of high school graduates by student and 

 school characteristics: 1990, 1994, 1998, and 2000 ........................................ C-17 

List of Figures 

Figure Page 

1 Mean course credits earned by high school graduates: 1990, 1994, 1998, 

 and 2000........................................................................................................... 2-2 
xv 

TABLE OF CONTENTS (CONTINUED) 

List of Figures (Continued) 

Figure Page 

2 Mean course credits earned by high school graduates, by core academic 

 subject: 1990, 1994, 1998, and 2000 ............................................................... 2-4 

3 Mean core and non-core course credits earned by high school 

 graduates: 1990, 1994, 1998, and 2000 ........................................................... 2-5 

4 Mean vocational credits, computer-related vocational credits, and 

 noncomputer-related vocational credits earned by high school graduates: 

 1990, 1994, 1998, and 2000............................................................................. 2-6 

 

5 Mean course credits earned by high school graduates, by gender: 1990, 

 1994, 1998, and 2000....................................................................................... 2-8 

6 Mean core and non-core course credits earned by high school 

 graduates, by gender: 1990, 1994, 1998, and 2000.......................................... 2-10 

7 Mean course credits earned by high school graduates, by race/ethnicity: 

 1990, 1994, 1998, and 2000............................................................................. 2-11 

8 Mean course credits earned by high school graduates, by school type: 

 1990, 1994, 1998, and 2000............................................................................. 2-12 

9 Mean course credits earned by high school graduates, by region of the 

 country: 1990, 1994, 1998, and 2000 .............................................................. 2-13 

10 Mean grade point average of high school graduates: 1990, 1994, 

 1998, and 2000................................................................................................. 3-2 

11 Mean overall, core, and non-core grade point averages of high school graduates: 

 1990, 1994, 1998, and 2000............................................................................. 3-4 

12 Mean grade point average of high school graduates, by grade level: 

 1990, 1994, 1998, and 2000............................................................................. 3-6 

13 Mean grade point average of high school graduates, by gender: 

 1990, 1994, 1998, and 2000............................................................................. 3-7 

14 Mean grade point average of high school graduates, by race/ethnicity: 

 1990, 1994, 1998, and 2000............................................................................. 3-9 

15 Mean grade point average of high school graduates, by school type: 

 1990, 1994, 1998, and 2000............................................................................. 3-10 
xvi 

TABLE OF CONTENTS (CONTINUED) 

List of Figures (Continued) 

Figure Page 

16 Mean grade point average of high school graduates, by gender and 

 school type: 1990, 1994, 1998, and 2000 ........................................................ 3-11 

17 Mean grade point average of high school graduates, by region of the 

 country: 1990, 1994, 1998, and 2000 .............................................................. 3-13 
1-1

1. INTRODUCTION 

Over the years, various reform efforts have changed the direction or emphasis of education, 

but the goal has remained the same—to provide a quality education to students. In the early 1980s, 

attention turned to statewide curricula. With the publication of A Nation at Risk (National Commission on 

Excellence in Education 1983), core curricula were established that were intended to ensure student 

preparedness for college entrance and global competitiveness in technology. Around the same time, the 

National Center for Education Statistics (NCES) was developing plans for its first transcript study, which 

was conducted in 1982 and has been conducted periodically ever since, in order to survey the 

coursetaking patterns of high school students across the nation. This report presents findings from the 

2000 High School Transcript Study (HSTS 2000) and examines the trends and changes in high school 

curriculum and student coursetaking patterns for the past decade from 1990 to 2000. 

Overview of the High School Transcript Study 

The High School Transcript Study (HSTS) gathers information from the transcripts of 12thgrade students in public and nonpublic high schools nationwide.7

 The information gathered is used to 

inform the education community on current course offerings and coursetaking patterns in the nation’s 

secondary schools. Also, the HSTS transcript studies, most of which were conducted with the National 

Assessment of Educational Progress (NAEP), allow the relationship between coursetaking patterns and 

student achievement to be explored.8

 This report focuses on highlights from the HSTS 2000 study. These 

highlights include course credits earned, grade point average, and NAEP assessment scores. This report 

also looks at changes that have occurred in course credits earned and grade point average for high school 

graduates listed in the HSTS studies from 1990 to 2000. 

Additional transcript studies were conducted by NCES in 1982 in conjunction with the first 

follow-up survey of the High School and Beyond Study, in 1987 as a study of the 11th-grade cohort of 

the 1986 NAEP, and in 1992 in conjunction with the second follow-up of the National Education 

Longitudinal Study of 1988 (NELS:88). For documentation about these studies, see chapter 6 

(References). This report looks at the HSTS from 1990 to 2000 conducted in conjunction with NAEP. For 

 

7

Public schools include all state-run elementary, secondary, charter, Bureau of Indian Affairs, and Department of Defense schools. Nonpublic 

schools include Catholic schools, other religious schools, and all other private schools. 

8

The purpose of NAEP is to measure student achievement in the context of instructional experiences and to track change in achievement of 4th-, 

8th-, and 12th-graders over time in selected content domains. 
1-2

this report, only the NAEP-based transcript studies are used, because it is only across all of these studies 

that the target population remains the same. 

The High School Transcript Study Framework: The Classification of Secondary School Courses 

High school courses across the country vary by content and level even when the course title 

is similar. Therefore, to compare transcripts from different schools and to ensure that each course is 

uniquely identified, a common course coding system, the Classification of Secondary School Courses 

(CSSC), was employed. The CSSC is a modification of the Classification of Instructional Programs (CIP) 

that is used for classifying college courses. Each course that appears on a student transcript is assigned a 

unique six-digit code based on the course content and level. Course catalogs and other materials from the 

participating schools are used to determine the content and level of courses at each school. 

For analysis and data presentation purposes, the CSSC is used to aggregate courses into 

more general categories, such as English, mathematics, and science. More detailed categories are used, 

for example, to report findings on such courses as Composition, General Mathematics, and Advanced 

Placement (AP) Chemistry. All of the courses in each of the transcript studies were coded using the 

CSSC. Therefore, the coursetaking patterns of the 1990, 1994, 1998, and 2000 high school graduates can 

be compared across years. 

High School Transcript Study Instruments 

The HSTS collects authentic transcripts of students graduating in the year of the study. In 

addition to the course name, grade, and credit received, student information such as gender, grade level, 

age, graduation status, race/ethnicity, grade point average, and class rank are also collected, when 

available. Additional information for students with disabilities (SD) and limited English proficient (LEP) 

students was collected. 

To provide a context for the transcript data collected, information was also collected about 

school, teacher, and home factors that may be related to student course taking and achievement via the 

NAEP School Questionnaire. As part of the NAEP data collection, a school official, usually the principal, 

completes the School Questionnaire. A School Information Form (SIF) is also completed for each 

participating school, by the data collections field staff or a school staff member. The SIF is used to gather 

information about the general school characteristics, sources of information within the school, the course 
1-3

description materials, school graduation requirements and grading practices, and the format of the 

school’s transcripts. This information is valuable during the data entry and coding phases of the 

Transcript Study. 

NCES makes a concerted effort to collect information on students with special needs in all of 

their studies. Beginning in 1996, as a part of the NAEP assessments, information is collected from school 

staff about students with disabilities and limited English proficient students via the NAEP SD/LEP 

Questionnaire. The SD/LEP Questionnaire is completed for students sampled for NAEP and identified by 

the school as having a disability and/or as limited English proficient. For students who are not sampled 

for the NAEP assessments, this information is collected from the student transcript. 

Description of the Samples 

The HSTS 2000 was conducted with a nationally representative sample of 20,931 high 

school graduates from 277 schools (both public and nonpublic). Twelfth-grade students, whose transcript 

indicated that they graduated between January 1, 2000, and October 31, 2000, the final date of data 

collection, were included in the study. Approximately 96 percent of sampled students in the HSTS 2000 

transcript study were enrolled in schools that participated in the NAEP assessments. The remaining 4 

percent were enrolled in schools that were sampled for NAEP but declined to participate. These schools, 

however, did participate in the HSTS. The school response rate for the HSTS 2000 was 80.8 percent, 

while the student response rate was 98.9 percent. 

The 1998 HSTS had a nationally representative sample of 24,904 high school graduates 

from 264 schools. The school response rate for the HSTS 1998 was 81.5 percent, with a student response 

rate of 98.6 percent. The 1994 HSTS had a nationally representative sample of 25,364 graduates from 340 

schools. The school response rate for the HSTS 1994 was 89.7 percent, with a student response rate of 

99.5 percent. The 1990 HSTS had a nationally representative sample of 21,435 graduates from 330 

schools. The school response rate for the HSTS 1990 was 87.1 percent, with a student response rate of 

99.6 percent. 

The 1990, 1994, 1998, and 2000 High School Transcript Studies have similar features with 

respect to sampling, including complex sample design, sample sizes, and weighting techniques. For 

detailed information, see The 2000 High School Transcript Study User’s Guide and Technical Report

(U.S. Department of Education 2004b). 
1-4

Target Population 

The target populations for all analyses in this report were high school graduates for each 

HSTS year (1990, 1994, 1998, and 2000). To assure that the analyses included just high school graduates, 

only student transcripts that indicated that a regular/standard or honors diploma was obtained were 

included. In addition, only students with 16 or more earned course credits (Carnegie units9

) and a positive 

number of English course credits were included. Transcripts that did not include detailed course data for 

at least three full years of high school and those indicating that a special education diploma or a certificate 

of attendance was obtained were excluded from the reported findings. For HSTS 2000, these inclusion 

criteria resulted in 20,272 student transcripts, which represented a weighted total of 2,961,741 high school 

graduates. 

Reporting Results 

The results from the HSTS 2000 are presented with respect to coursetaking patterns, grade 

point average, and the relationship between course taking and grade point average to student achievement 

in the NAEP 2000. In addition, results are compared across the transcript studies between 1990 and 2000 

(HSTS 1990, HSTS 1994, HSTS 1998, and HSTS 2000). Findings are viewed throughout the report by 

selected student and school characteristics, including gender, race/ethnicity,10 school type (public vs. 

nonpublic), and region. 

The irregular frequency of the HSTS transcript studies prevents the comparisons of HSTS 

data with the NAEP national main mathematics and science assessments from previous years. The NAEP 

national main assessments associated with HSTS 1994 and HSTS 1998 covered neither mathematics nor 

science. A NAEP national main mathematics assessment occurred in 1990, but the design of HSTS 1990 

linked HSTS with NAEP data at the school level, not at the student level. NCES also provides NAEP 

long-term trend assessments in mathematics and science as measures of educational progress over time. 

The HSTS works in association with the NAEP main assessments, however, and results from the main 

assessments and trend assessments are not comparable. More information about the NAEP long-term 

trend assessments can be found in NAEP 1999 Trends in Academic Progress: Three Decades of Student 

 

9

One Carnegie unit equals a class period (45 to 60 minutes) that occurs once per day across the entire school year. Standardization to Carnegie 

units allows for a valid comparison of course credits across schools within a transcript study, and for a reliable comparison between transcript 

studies over time. 

10The HSTS defines a student’s race/ethnicity as “White,” “Black,” “Hispanic,” “Asian/Pacific Islander,” “Native American,” “Other race,” or 

“Not reported.” “The terms “White” and “Black” are abbreviated labels for “White, non-Hispanic” and “Black, non-Hispanic,” respectively. 
1-5

Performance (U.S. Department of Education 2000). For this report, the term “assessment scores” refers to 

scores from the NAEP national main assessments. 

The NAEP assessment results presented in this report reflect the findings from those HSTS 

2000 students that met the criteria for analyses. These criteria included a standard or honors diploma, at 

least 16 earned course credits, and a positive number of earned English course credits. These results do 

not reflect the NAEP sample as a whole. 

Caution in Interpreting Results 

The results pertaining to course credits earned and grade point average presented in this 

report are estimates because they are based on samples of students rather than on entire populations. 

Likewise, the NAEP average scores are also estimates of student performance. In addition, the results are 

subject to a measure of uncertainty due to sampling and measurement error. These measures of 

uncertainty are reflected in the standard error of the estimates. The standard errors for the estimates in this 

report are provided in appendix C. 

The differences between the estimates discussed in the following chapters take into account 

the standard errors associated with the estimates. Comparisons are based on statistical tests that consider 

both the magnitude of the difference between the estimates and the standard errors of those statistics. 

Throughout this report, differences between estimates are pointed out only when they are significant from 

a statistical perspective. All differences reported are significant at the 0.05 alpha level. The term 

significant is not intended to imply a judgment about the absolute magnitude or the educational relevance 

of the differences, but rather to identify statistically dependable population differences to help inform 

dialogue among policymakers, educators, and the public. 

Readers are cautioned against interpreting transcript study results in a causal manner. 

Inferences related to student subgroup performance or to the effectiveness of public and nonpublic 

schools, for example, should take into consideration the many socioeconomic and educational factors that 

may also affect coursetaking patterns and academic performance. An increase or decrease in overall GPA 

may result from a number of factors. The change could reflect either the growth or decline of high school 

graduates’ academic achievement. It could also reflect changes in teachers’ standards for grading, 

changes in material taught for courses, or other factors that cannot be measured by the HSTS. 
1-6

Structure of the Report 

The results from the HSTS 2000, as well as the HSTS 1990, HSTS 1994, and HSTS 1998, 

are presented in the following chapters. Chapter 2 of this report details the coursetaking patterns of high 

school graduates. Chapter 3 presents findings related to grade point average, and chapter 4 details the 

relationship between course taking, grade point average, and achievement, as measured by average NAEP 

scale scores. Chapters 2 and 3 detail trends from 1990 to 2000, while chapter 4 concentrates solely on the 

2000 transcript data. Chapter 5 provides a summary and conclusions, and chapter 6 lists the references for 

the report. 

This report also contains appendixes that support or augment the results presented. Appendix 

A describes the study methodology. Appendix B presents many of the findings from figures within the 

body of the report in tabular form, and appendix C includes standard error tables for the data presented in 

the report. Appendix D contains a glossary of terms. 
2-1

2. COURSE CREDITS EARNED 

Course credits provide a relevant measure of high school coursetaking patterns. Examining 

the number of course credits high school graduates earned, and in what course subjects graduates earned 

them, sheds light on the content of their high school education. Are high school students taking more or 

fewer courses? Are high school students earning more or fewer credits in the core course subjects, such as 

mathematics and science? What vocational course subjects, if any, are high school students taking for 

their electives? An analysis of earned course credits taken from high school transcripts can answer these 

questions. 

This chapter discusses trends in earned course credits from 1990 to 2000. Data for this 

chapter comes from analyses of the 1990, 1994, 1998, and 2000 High School Transcript Studies (HSTS). 

Each section in the chapter highlights HSTS 2000 results and compares these results with results from the 

previous transcript studies. Unless otherwise noted, only statistically significant findings are discussed. 

Figures and tables present the mean number of course credits earned, either by all high school graduates 

or by subgroups of selected student and school characteristics. The student characteristics include gender 

and race/ethnicity, and the school-based characteristics include school type (public or nonpublic school) 

and region of the country.11

Schools participating in the HSTS varied widely in their assignments of credits to their 

courses. The transcript study standardized the credits across schools such that one credit equals one 

Carnegie unit. One Carnegie unit equals a class period (45 to 60 minutes) that occurs once per day across 

the entire school year. Standardization to Carnegie units not only allows for a meaningful comparison of 

course credits across schools within a transcript study, but also allows for a meaningful comparison 

between transcript studies over time. In this report, “course credits” refer to the standardized Carnegie 

units, not the credits as reported on the transcripts. 

Total Course Credits Earned 

Figure 1 shows the mean number of course credits earned by high school graduates for the 

years 1990, 1994, 1998, and 2000. 

 

11In this report, public schools include all state-run elementary, secondary, charter, Bureau of Indian Affairs, and Department of Defense schools. 

Nonpublic schools include Catholic schools, other religious schools, and all other private schools. The term “region of the country” refers to the 

Census-defined geographic regions: Northeast, South, Midwest, and West. See appendix A for more information. 
2-2

The graduates’ mean course credits increased over the 10-year period from 1990 to 2000. In 

2000, high school graduates earned an average of 26.2 course credits. In 1990, high school graduates 

earned an average of 23.6 course credits. An increase in earned mean course credits occurred for each 

transcript study from 1990 to 2000. Between 1998 and 2000, for example, the mean course credits 

increased by nine-tenths of one credit, from 25.3 course credits to 26.2 course credits. 

Course Credits Earned in Course Subjects 

This section presents the mean number of course credits earned by high school graduates as 

defined by the 16 course subjects outlined in the Secondary School Taxonomy (SST).12 It focuses on 

various groups of course subjects, including core courses, non-core courses, and vocational courses, as 

well as subgroups of the course subjects, including Advanced Placement (AP) and International 

Baccalaureate (IB) courses. For additional data on individual course subjects, which includes detailed 

 

12The 16 Secondary School Taxonomy course subjects are as follows: Mathematics, Science, English, Social Studies, Fine Arts, Foreign 

Languages, Computer-Related Studies, Consumer and Homemaking Education, General Labor Market Preparation, Specific Labor Market

Preparation, General Skills, Personal Health and Physical Education, Religion, Military Science, Special Education, and All Other Courses. 
2-3

cross-tabulations by student gender, student race/ethnicity, school type, and region of the country, see The 

2000 High School Transcript Study Tabulations (U.S. Department of Education 2004a). 

Course Credits Earned in Core Course Subjects. Figure 2 shows the mean number of 

course credits earned by high school graduates, by the core academic subjects (mathematics, science, 

English, and social studies), for the years 1990, 1994, 1998, and 2000. 

High school graduates in the year 2000 earned more course credits in English than in any 

other core academic subject. In 2000, high school graduates earned a mean 4.3 English course credits, 

compared with a mean 3.9 social studies course credits, a mean 3.7 mathematics course credits, and a 

mean 3.2 science course credits. Graduates in the 1990, 1994, and 1998 transcript studies also earned 

more course credits in English than in the other core academic subjects. 

Compared to 1990, the 2000 high school graduates earned more course credits in all four 

core academic subjects. High school graduates’ mathematics course loads increased from a mean 3.2 

credits in 1990 to a mean 3.7 credits in 2000, and their science course loads increased from a mean 2.8 

credits in 1990 to 3.2 credits in 2000. Over the same 10-year period, high school graduates’ social studies 

course loads increased from 3.5 credits to 3.9 credits, and their English course loads increased from 4.1 

credits to 4.3 credits. 

Changes in the mean course credits earned in the core academic subjects may partially arise 

from changes in the states’ course credit requirements for high school graduation. The Council of Chief 

State School Officers (CCSSO) reported that many states raised their graduation requirements for 

English, mathematics, science, and social studies courses from 1987 to 2000.13 Table 1 summarizes their 

core academic course findings. 

Table 1. State-level course credit graduation requirements: 1987 and 2000 

Number of states with graduation requirement 

High school graduation requirement 1987 2000

4 or more English Carnegie units...................................................................................... 35 36

2.5 or more mathematics Carnegie units........................................................................... 12 25

2.5 or more science Carnegie units ................................................................................... 6 20

2.5 or more social studies Carnegie units ......................................................................... 25 35

NOTE: Vermont required a combined total of five Carnegie units for mathematics and science courses for graduation in the year 2000. For 

purposes of this table, the five Carnegie units were split equally (2.5 Carnegie units) among mathematics and science courses. 

SOURCE: Council of Chief State School Officers, Key State Education Policies on K-12 Education: 2000. 

 

13The CCSSO series of publications that discuss state education policies for elementary and secondary schools did not report state-level 

graduation requirements for 1990. 
2-4

The double-digit increases in the number of states requiring 2.5 or more mathematics, 

science, and social studies credits shown in table 1 help explain the rise in the mean course credits for 
2-5

those subjects. As for English credits, the number of states requiring four Carnegie units of English for 

graduation rose by one (35 states in 1987, 36 states in 2000). 

Figure 3 compares the mean number of core and non-core course credits earned by high 

school graduates for the years 1990, 1994, 1998, and 2000. Core credits represent academic course credits 

earned in mathematics, science, English, and social studies courses.14 Non-core credits represent course 

credits earned in all course subjects other than the four core academic subjects.15

 

14The HSTS defines “core courses” as those course subjects that high school graduates need to take to earn a standard diploma. The state 

graduation requirements reported by the Council of Chief Secondary School Officers (CCSSO) were used to set its definition. These “core 

courses” traditionally consist of English, social studies, mathematics, and science courses. In 2000, 48 states required one or more credits in 

these four course subject areas for a high school student to graduate. Fewer states required fine arts credits to graduate with a standard diploma, 

and far fewer states required foreign languages credits (although most states did require some foreign language credits for their Honors 

diplomas). For this reason, neither fine arts nor foreign languages courses were grouped in the core courses category. 

15Non-core credits include the following Secondary School Taxonomy course subjects: Fine Arts, Foreign Languages, Computer-Related Studies, 

Consumer and Homemaking Education, General Labor Market Preparation, Specific Labor Market Preparation, General Skills, Personal Health 

and Physical Education, Religion, Military Science, Special Education, and All Other Courses. 
2-6

Gains occurred in the mean number of earned course credits for both core and non-core 

subjects from 1990 to 2000. The 2000 high school graduates earned a mean 15.0 course credits in the four 

core academic subjects, compared with the mean 13.7 course credits earned by the 1990 high school 

graduates. The 2000 high school graduates earned a mean 11.1 course credits in all other course subjects, 

compared with the mean 10.0 course credits earned by the 1990 high school graduates. 

Course Credits Earned in Vocational Courses. Figure 4 shows the mean number of 

vocational course credits earned by all high school graduates for the years 1990, 1994, 1998, and 2000. 

Vocational courses encompass courses that provide students with the academic and technical knowledge 

and skills needed for further education and/or careers requiring less than a bachelor’s degree. At the high 

school level, vocational courses include courses in consumer and homemaking education, general labor 

market preparation, and specific labor market preparation. The figure also shows the number of computerrelated (CR) and noncomputer-related (NCR) vocational course credits earned by high school graduates 

for the same years. Computer-related vocational courses are vocational courses associated with clerical 

and data entry, computer applications, and computer science. Noncomputer-related vocational courses 

include all other vocational courses. 
2-7

Between 1990 and 2000, high school graduates increased their number of earned credits in 

computer-related vocational courses. Computer-related vocational courses included keyboarding, data 

processing, computer programming, computer graphic arts, and desktop publishing. The 2000 high school 

graduates earned a mean 0.7 course credits in computer-related vocational courses, three-tenths of a credit 

more than the mean 0.4 course credits earned by the 1990 graduates. 

In the same 10-year span, high school graduates earned fewer credits in noncomputer-related 

vocational courses. Noncomputer-related vocational courses included agricultural, health science, 

industrial arts, occupational home economics, and other trade-related courses. The 2000 high school 

graduates earned a mean 3.1 course credits in noncomputer-related vocational courses, compared with the 

mean 3.5 course credits earned by 1990 graduates. 

Course Credits Earned in AP and IB Courses. Table 2 shows the percentage of high 

school graduates earning course credits in AP and IB mathematics courses for the years 1990, 1994, 1998, 

and 2000. The table also shows the percentage of high school graduates earning course credits in AP and 

IB science courses for the years 1998 and 2000. For the 1990 and 1994 transcript studies, the table shows 

only the percentage of high school graduates that took AP Calculus. Through the 1994 HSTS, nearly all 

AP and IB courses were grouped with honors courses, and therefore could not be distinguished in the 

data. 

Table 2. Percentage of high school graduates earning AP and IB mathematics and science course 

credits: 1990, 1994, 1998, and 2000 

Percentage of graduates earning AP and IB course credits 

Graduates’ AP and IB course status 1990 graduates 1994 graduates 1998 graduates 2000 graduates

AP/IB mathematics, AP/IB science ........................................................ † † 3.2 4.4

AP/IB mathematics, no AP/IB science ................................................... 4.4 7.6 5.8 5.1

No AP/IB mathematics, AP/IB science .................................................. † † 4.7 4.7

No AP/IB mathematics, no AP/IB science ............................................. 95.6 92.4 86.4 85.8

† Not applicable. The HSTS did not collect separate data on AP and IB science courses until the 1998 transcript study. 

NOTE: Detail may not sum to totals because of rounding. “Course credits” refer to standardized Carnegie units. AP/IB mathematics courses 

include courses in precalculus, calculus, and statistics. AP/IB science courses include courses in biology, chemistry, physics, and environmental 

science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 

A higher percentage of 2000 high school graduates earned AP and IB mathematics course 

credits than 1990 high school graduates. In 2000, 9.5 percent of high school graduates earned credits in 

AP and IB mathematics courses, compared with 4.4 percent of 1990 high school graduates. The 

measurement of AP/IB mathematics courses played a role in the increase. In 1990, the only AP/IB 

mathematics course to have its own CSSC code was AP Calculus. All other AP/IB mathematics courses 
2-8

were either included with regular or honors mathematics courses. In 2000, AP and IB mathematics 

courses with their own CSSC codes included courses in precalculus, calculus, and statistics. 

Approximately 9.1 percent of the 2000 high school graduates earned credits in AP and IB 

science courses. AP and IB science courses include courses in biology, chemistry, physics, and 

environmental science. In 1998, 7.8 percent of high school graduates earned credits in AP and IB science 

courses. 

Total Course Credits Earned, by Student and School Characteristics 

This section presents the mean number of course credits earned by high school graduates as 

defined by selected student and school characteristics. These characteristics include student gender, 

student race/ethnicity, school type (public or nonpublic school), and region of the country. 

Total Course Credits Earned, by Gender. Figure 5 shows the mean number of course 

credits earned by high school graduates, by gender, for the years 1990, 1994, 1998, and 2000. 
2-9

Both males and females increased their numbers of earned course credits from 1990 to 2000. 

Male graduates earned a mean of 26.0 course credits in 2000, an 11 percent increase over the 23.4 mean 

course credits they earned in 1990. Female graduates earned a mean of 26.3 course credits in 2000, a 10 

percent gain over the 23.8 mean course credits they earned in 1990. 

Figure 6 shows the mean number of core and non-core credits earned by high school 

graduates, by gender, for the years 1990, 1994, 1998, and 2000. Core credits represent academic course 

credits earned in mathematics, science, English, and social studies courses. Non-core credits represent 

course credits earned in all course subjects other than the four core academic subjects.16

Female high school graduates earned more core credits in 2000 than male high school 

graduates. In 2000, female graduates earned a mean 15.2 core course credits, while male graduates earned 

a mean 14.8 core course credits. The difference between females and males in earned core credits also 

occurred in the 1998 transcript study. In 1998, female graduates earned a mean 14.7 core course credits, 

while male graduates earned a mean 14.4 core course credits. 

The gap between male and female graduates’ earned non-core credits changed from 1990 to 

2000. In 1990, female graduates earned more non-core credits (mean 10.2 credits) than male graduates 

(mean 9.8 credits). Male graduates’ mean non-core course credits increased to 11.2 credits in 2000. 

Female graduates’ mean non-core course credits increased to 11.1 credits in 2000. 

Total Course Credits Earned, by Race/Ethnicity. Figure 7 shows the mean number of 

course credits earned by high school graduates, by race/ethnicity, for the years 1990, 1994, 1998, and 

2000. 

All four major racial/ethnic subgroups showed an increase in the mean number of course 

credits collected from 1990 to 2000. White high school graduates’ mean course credits increased 2.6 

credits from 1990 (23.7 credits) to 2000 (26.3 credits), and Black graduates’ mean course credits 

increased 2.4 credits (from 23.5 credits in 1990 to 25.9 credits in 2000). Asian/Pacific Islander graduates’ 

mean course credits increased from 24.2 credits in 1990 to 26.2 credits in 2000, and Hispanic graduates’ 

mean course credits increased from 24.0 credits in 1990 to 25.7 credits in 2000. 

 

16Non-core credits include the following Secondary School Taxonomy course subjects: Fine Arts, Foreign Languages, Computer-Related Studies, 

Consumer and Homemaking Education, General Labor Market Preparation, Specific Labor Market Preparation, General Skills, Personal Health 

and Physical Education, Religion, Military Science, Special Education, and All Other Courses. 
2-10
2-11

Total Course Credits Earned, by School Type. Figure 8 shows the mean number of course 

credits earned by high school graduates, by school type (public school vs. nonpublic school), for the years 

1990, 1994, 1998, and 2000. 
2-12

In both the 1990 and 1994 HSTS transcript studies, nonpublic high school graduates earned 

more course credits than public high school graduates. In the 1994 transcript study, for example, 

nonpublic high school graduates earned a mean 25.9 course credits, compared to the mean 24.2 course 

credits earned by public high school graduates. Such differences were not detected for either the 1998 or 

2000 HSTS transcript studies. 

Both public and nonpublic high school graduates increased their number of earned course 

credits from 1990 to 2000. The 2000 public school graduates earned a mean 26.2 course credits, 

compared with the mean 23.5 course credits earned by the 1990 public school graduates. The 2000 

nonpublic school graduates earned a mean 26.4 course credits, compared with the mean 24.7 course 

credits earned by the 1990 nonpublic school graduates. 

Total Course Credits Earned, by Region of the Country. Figure 9 shows the mean 

number of course credits earned by high school graduates, by region of the country, for the years 1990, 

1994, 1998, and 2000. 
2-13

High school graduates from the South and Northeast regions earned more course credits 

(mean 26.7 and 26.4 credits, respectively) in 2000 than high school graduates from the West region (mean 

25.3 credits). All four regions of the country posted an increase in their high school graduates’ mean 

course credits earned from 1990 to 2000. The Midwest region’s graduates posted an increase of 3.2 

credits in their mean course credits over the 10-year period, and the South region’s graduates posted an 

increase of 3.0 credits. From 1990 to 2000, the Northeast region’s high school graduates posted an 
2-14

increase of 2.0 credits in their mean course credits, and the West region’s graduates posted an increase of 

1.4 credits. 

Summary 

The decade between 1990 and 2000 saw increases in the numbers of course credits earned by 

high school graduates. Each examined student and school subgroup—student gender, student 

race/ethnicity, school type, and region of the country—increased the number of course credits they 

earned. The number of core and non-core course credits also increased through the decade. Within the 

core academic courses, there was an increase in the percentage of students earning AP and IB 

mathematics courses from 1990 to 2000. There was an increase in the number of computer-related 

vocational course credits in that 10-year span, but there was also a decrease in the number of 

noncomputer-related vocational credits. 
3-1

3. GRADE POINT AVERAGE 

An investigation of the trends in academic achievement provides valuable information to 

measure the nation’s high school students’ academic performance. One common measure of academic 

achievement is the grade point average (GPA). Although the scale used to determine GPA varies from 

school to school, the most common scale is the four-point grade scale. In this scale, the letter grade “A” 

equals four points, the letter grade “B” equals three points, the letter grade “C” equals two points, the 

letter grade “D” equals one point, and the letter grade “F” equals zero points. It is the four-point grade 

scale in which the High School Transcript Study (HSTS) standardizes each student’s GPA. 

This chapter discusses trends in grade point average from 1990 to 2000. Each section in the 

chapter highlights HSTS 2000 results and compares these results with results from the previous transcript 

studies. Figures and tables present the mean grade point average, either of all high school graduates or of 

subgroups of selected student and school characteristics. The student characteristics include gender, 

race/ethnicity, and grade level, and the school-based characteristics include school type (public or 

nonpublic school) and region of the country.17

The GPA represents the average number of grade points a student earns for each graded high 

school course. Grade points are points per course credit assigned to a passing grade, indicating the 

numerical value of the grade. Dividing a student’s total grade points earned by the total course credits 

attempted determines a student’s GPA. Courses in which a student does not receive a grade, such as 

pass/fail and audited courses, do not factor into the GPA calculation. Since not all schools have the same 

standards for course credits and grade scales, the HSTS converts course credits to standardized Carnegie 

units18 and assigns grade points based on the four-point grade scale. There were no additional grade points 

assigned for Advanced Placement, International Baccalaureate, and other honors classes. 

Mean Grade Point Average 

Figure 10 shows the overall mean GPA of high school graduates for the years 1990, 1994, 

1998, and 2000. 

 

17In this report, public schools include all state-run elementary, secondary, charter, Bureau of Indian Affairs, and Department of Defense schools. 

Nonpublic schools include Catholic schools, other religious schools, and all other private schools. The term “region” refers to the Censusdefined regions: Northeast, South, Midwest, and West. See appendix A for more information. 

18One Carnegie unit equals a class period (45 to 60 minutes) that occurs once per day across the entire school year. 
3-2

High school graduates earned a higher overall mean GPA in 2000 than in 1990. In 2000, 

high school graduates earned a 2.94 overall mean GPA; in 1990, high school graduates earned a 2.68 

overall mean GPA. Increases of 0.11 points occurred in the overall mean GPA between 1990 and 1994 

and between 1994 and 1998. 

Mean Grade Point Average, by Course Subject 

Table 3 shows the mean GPA of high school graduates in the 16 course subjects19 covered 

by the 1990, 1994, 1998, and 2000 transcript studies. 

 

19The High School Transcript Study uses the 16 course subjects established by the Secondary School Taxonomy. These course subjects are as 

follows: Mathematics, Science, English, Social Studies, Fine Arts, Foreign Languages, Computer-Related Studies, Consumer and Homemaking 

Education, General Labor Market Preparation, Specific Labor Market Preparation, General Skills, Personal Health and Physical Education, 

Religion, Military Science, Special Education, and All Other Courses. 
3-3

Table 3. Mean grade point average of high school graduates, by course subject: 1990, 1994, 1998, 

and 2000 

Mean grade point average 

Subject field 1990 graduates 1994 graduates 1998 graduates 2000 graduates

Mathematics ............................................................................................ 2.34 2.44 2.56 2.60

Science..................................................................................................... 2.39 2.50 2.62 2.67

English..................................................................................................... 2.52 2.63 2.74 2.77

Social Studies .......................................................................................... 2.56 2.67 2.79 2.83

Fine Arts .................................................................................................. 3.13 3.28 3.35 3.38

Foreign Languages .................................................................................. 2.58 2.67 2.78 2.82

Computer-Related Studies ...................................................................... 2.81 2.95 3.08 3.17

Consumer & Homemaking Education.................................................... 2.77 2.97 3.07 3.10

General Labor Market Preparation ......................................................... 2.73 2.84 3.01 3.13

Specific Labor Market Preparation......................................................... 2.86 3.02 3.15 3.20

General Skills.......................................................................................... 3.38 3.38 3.47 3.44

Personal Health & Physical Education ................................................... 3.11 3.21 3.27 3.34

Religion ................................................................................................... 2.89 2.94 3.14 3.33

Military Science ...................................................................................... 2.79 2.97 2.98 3.03

Special Education.................................................................................... 2.63 2.74 2.92 2.97

All Other Courses.................................................................................... 2.97 3.02 3.10 3.22

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 

Of the 16 course subjects covered by the 2000 High School Transcript Study, mathematics 

and science courses proved the most difficult for high school students. High school graduates in the year 

2000 earned 2.60 and 2.67 mean GPAs, respectively, for mathematics and science courses. Both the 

mathematics and science mean GPAs were lower than the mean GPAs the HSTS 2000 graduates earned 

for each of the other 14 course subjects. 

The 2000 high school graduates’ lower mathematics and science mean GPAs continued 

patterns seen since the 1990 transcript study. Mathematics and science courses had the lowest mean GPAs 

among the 16 course subjects of high school graduates in 1990 (2.34 for mathematics, 2.39 for science), 

1994 (2.44 for mathematics, 2.50 for science), and 1998 (2.56 for mathematics, 2.62 for science). 

Of the 16 course subjects, 13 course subjects showed an increase in graduates’ mean GPA 

from 1990 to 2000. Between 1990 and 2000, high school graduates increased their mean science GPA by 

0.28 points and their mean social studies GPA by 0.27 points. High school graduates increased their mean 

mathematics GPA by 0.26 points and their mean English GPA by 0.25 points. 

Mean Grade Point Average in Core and Non-Core Courses. Figure 11 shows the overall 

mean GPA earned by high school graduates for the years 1990, 1994, 1998, and 2000, along with the 

combined mean GPA for the four core subjects (mathematics, science, English, and social studies) and the 

combined mean GPA for all non-core course subjects. 
3-4

High school graduates in the year 2000 earned a one-half point higher mean GPA for the 

non-core course subjects than for the core subjects. Among the four core subjects, the 2000 high school 

graduates earned a 2.73 mean GPA; among the 12 other course subjects, the 2000 graduates earned a 3.23 

mean GPA. A one-half point gap also appeared for the 1990 high school graduates. In 1990, high school 

graduates earned a 2.47 mean GPA for core subjects and a 2.97 mean GPA for non-core subjects. Both 

core and non-core subject fields saw an increase in the graduates’ mean GPAs from 1990 to 2000. 

Mean Grade Point Average, by AP and IB Courses. Table 4 displays the mean GPA of 

high school graduates, by their AP and IB course status, for the years 1990, 1994, 1998, and 2000. AP 

and IB course status classifies high school graduates by whether or not they took Advanced Placement or 

International Baccalaureate courses in mathematics and science. AP and IB mathematics courses include 

courses in precalculus, calculus, and statistics. AP and IB science courses include courses in biology, 

chemistry, physics, and environmental science. For the 1990 and 1994 transcript studies, table 4 shows 
3-5

only the percentage of high school graduates that took AP Calculus. Through the 1994 HSTS, nearly all 

AP and IB courses were grouped with honors courses, and therefore could not be distinguished in the 

data. 

Table 4. Mean grade point average of high school graduates, by AP and IB course status: 1990, 1994, 

1998, and 2000 

Mean grade point average 

Graduates’ AP and IB course status 1990 graduates 1994 graduates 1998 graduates 2000 graduates

AP/IB mathematics, AP/IB science ........................................................ † † 3.57 3.61

AP/IB mathematics, no AP/IB science ................................................... 3.45 3.51 3.49 3.53

No AP/IB mathematics, AP/IB science .................................................. † † 3.31 3.33

No AP/IB mathematics, no AP/IB science ............................................. 2.65 2.73 2.81 2.85

† Not applicable. The HSTS did not collect separate data on AP and IB science courses until the 1998 transcript study. 

NOTE: AP/IB mathematics courses include courses in precalculus, calculus, and statistics. AP/IB science courses include courses in biology, 

chemistry, physics, and environmental science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 

High school graduates in the year 2000 who took AP or IB courses in both mathematics and 

science attained a higher overall mean GPA than high school graduates who took only AP or IB 

mathematics courses or only AP and IB science courses. In 2000, high school graduates who took AP or 

IB courses in both mathematics and science attained an overall mean GPA of 3.61. Graduates who only 

took AP or IB mathematics courses attained an overall mean of 3.53, while graduates who took AP or IB 

science courses attained an overall mean GPA of 3.33. 

The 2000 high school graduates who did not take AP or IB courses in either mathematics or 

science attained a lower overall mean GPA than the other AP and IB course status subgroups. In 2000, 

high school graduates who took neither AP/IB mathematics nor AP/IB science courses earned a 2.85 

overall mean GPA. This difference in overall mean GPAs also occurred in HSTS 1998. In both the 1990 

and 1994 transcript studies, those high school graduates who took AP Calculus attained a higher overall 

mean GPA than those graduates who did not take AP Calculus. 

Mean Grade Point Average, by Grade Level 

Figure 12 shows the mean GPA of high school graduates, by grade level, for the years 1990, 

1994, 1998, and 2000. 
3-6

High school graduates in 2000 earned a higher mean GPA during 12th grade than in any 

other grade. The 2000 high school graduates earned a 12th-grade mean GPA of 3.03, compared to a 2.92 

mean GPA for 9th grade, a 2.89 mean GPA for 10th grade, and a 2.92 mean GPA for 11th grade. High 

school graduates in 1990, 1994, and 1998 also earned a higher mean GPA during 12th grade than in any 

other grade. 

Each grade level showed a rise in the overall mean GPA of high school graduates from 1990 

to 2000. The 11th-grade mean GPA increased 0.28 points from 1990 to 2000. Both the 9th- and 10thgrade mean GPAs increased 0.27 points, while the mean GPA for 12th grade increased 0.24 points. 
3-7

 Mean Grade Point Average, by Student and School Characteristics 

This section presents the mean GPA earned by high school graduates as defined by selected 

student and school characteristics. These characteristics include student gender, student race/ethnicity, 

school type (public or nonpublic school), and region of the country. 

Mean Grade Point Average, by Gender. Figure 13 shows the overall mean GPA of high 

school graduates, by gender, for the years 1990, 1994, 1998, and 2000. 

Female high school graduates attained a higher overall mean GPA in 2000 than male high 

school graduates. In 2000, female graduates earned an overall mean GPA of 3.05, while male graduates 

earned an overall mean GPA of 2.83. The higher overall mean GPA for female graduates also occurred in 

the 1990, 1994, and 1998 transcript studies. 
3-8

Both genders attained an increase in the graduates’ overall mean GPA between 1990 and 

2000. In 1990, female graduates earned an overall mean GPA of 2.77, 0.28 points fewer than the overall 

mean GPA earned by the 2000 female graduates. Male high school graduates earned an overall mean 

GPA of 2.59 in 1990, 0.24 fewer points than their 2000 counterparts’ overall mean GPA. 

Mean Grade Point Average, by Race/Ethnicity. Figure 14 shows the overall mean GPA of 

high school graduates, by race/ethnicity, for the years 1990, 1994, 1998, and 2000. 

Asian/Pacific Islander high school graduates attained the highest overall mean GPA in 2000 

among the four largest racial/ethnic subgroups. In 2000, Asian/Pacific Islander graduates earned a 3.20 

overall mean GPA. White graduates earned a 3.01 overall mean GPA, Hispanic graduates earned a 2.80 

overall mean GPA, and Black graduates earned a 2.63 overall mean GPA. Asian/Pacific Islander 

graduates had higher overall mean GPAs than both Hispanic and Black graduates in each transcript study 

from 1990 to 2000. In the 1994 and 2000 transcript studies, Asian/Pacific Islander graduates had a higher 

overall mean GPA than White graduates.20

Each racial/ethnic subgroup attained an increase in graduates’ overall mean GPA from 1990 

to 2000. Since 1990, Asian/Pacific Islander graduates increased their overall mean GPA by 0.32 points. 

The overall mean GPA for White, Hispanic, and Black graduates increased 0.28 points, 0.20 points, and 

0.20 points, respectively, from 1990 to 2000. 

Mean Grade Point Average, by School Type. Figure 15 shows the overall mean GPA of 

high school graduates, by school type (public school vs. nonpublic school), for the years 1990, 1994, 

1998, and 2000. 

Nonpublic high school graduates in the year 2000 earned a higher overall mean GPA than 

public high school graduates. The 2000 nonpublic school graduates earned a 3.16 overall mean GPA, 0.24 

points higher than the 2.92 overall mean GPA earned by the 2000 public school graduates. Overall mean 

GPAs of public and nonpublic schools also differed in the 1998 transcript study. 

 

20The GPA differences between Asian/Pacific Islander and White graduates in 1990 and 1998, although similar to the GPA differences found in 

1994 and 2000, are not statistically significant due to larger standard errors. 
3-9
3-10

Both school types increased their overall mean GPAs from 1990 to 2000. During that 10-

year period, nonpublic school students’ overall mean GPA rose 0.42 points, from 2.74 in 1990 to 3.16 in 

2000. Public school students’ overall mean GPA rose 0.24 points from 1990 (2.68) to 2000 (2.92). 

To explain the difference between public and nonpublic school students’ grade point 

averages in 1998 and 2000, an additional breakdown by student gender was examined. Figure 16 shows 

the overall mean GPA of high school graduates, by gender and school type, for the years 1990, 1994, 

1998, and 2000. 
3-11

Nonpublic school female high school graduates had a higher overall mean GPA in the year 

2000 than high school graduates from the other gender/school type combinations. The 2000 nonpublic 
3-12

school female graduates earned an overall mean 3.26 GPA. Public school female graduates earned an 

overall mean 3.02 GPA, nonpublic school male graduates earned an overall mean 2.97 GPA, and public 

school male graduates earned an overall mean 2.82 GPA. Of the three previous transcript studies, only 

one study—HSTS 1990—showed nonpublic school female graduates with the significantly highest 

overall mean GPA among graduates of all gender/school type combinations. 

Each gender/school type combination attained an increase in overall mean GPA from 1990 

to 2000. Nonpublic school female graduates earned an overall mean 2.86 GPA in 1990, 0.40 points fewer 

than the overall mean GPA earned by their 2000 counterparts. The overall mean GPA for nonpublic 

school male, public school female, and public school male graduates increased 0.35 points, 0.26 points, 

and 0.24 points, respectively, from 1990 to 2000. 

Among nonpublic school graduates, males showed an increase in their overall mean GPA 

from 1994 to 1998. Male nonpublic school graduates earned a 3.00 overall mean GPA in 1998, 0.40 grade 

points higher than the 1994 overall mean GPA of 2.60. In comparison, the overall mean GPAs of female 

nonpublic school graduates rose 0.40 points from 1990 (2.86 overall mean GPA) to 2000 (3.26 overall 

mean GPA). 

Mean Grade Point Average, by Region of the Country. Figure 17 shows the overall mean 

GPA of high school graduates, by region of the country, for the years 1990, 1994, 1998, and 2000. 

High school graduates from the Northeast earned a lower overall mean GPA in 2000 than 

graduates from the other three regions. Among the 2000 high school graduates, the Northeast region 

earned a 2.81 overall mean GPA. The West region earned a 2.99 overall mean GPA, the Midwest region 

earned a 2.97 overall mean GPA, and the South region earned a 2.96 overall mean GPA. In the three 

previous transcript studies, the West region consistently earned a higher overall mean GPA than the 

Northeast region. 

The decade from 1990 to 2000 showed an increase in the mean GPA for all four regions of 

the country. The Midwest high school graduates saw a 0.33 point increase in their overall mean GPA 

from 1990 to 2000. In that same time period, graduates from the South and West regions saw increases of 

0.27 points and 0.22 points, respectively, in their overall mean GPAs. The Northeast high school 

graduates saw a 0.17 point increase in their overall mean GPA from 1990 to 2000. 
3-13
3-14

Summary 

There was an increase in the overall mean GPA of high school graduates from 1990 to 2000 

for the examined student and school subgroup—student gender, student race/ethnicity, school type, and 

region of the country. The mean GPA for each grade level also rose from 1990 to 2000, as did the mean 

GPA for each core subject field and the combined mean GPA for non-core subjects. 

The 2000 high school graduates taking AP or IB courses in both mathematics and science 

attained higher overall GPAs than those graduates who took AP and IB courses in only one of the two 

course subjects. The 2000 high school graduates who took neither AP/IB mathematics nor science courses 

attained lower GPAs than those graduates who took AP or IB courses in either or both course subjects. 

A number of factors may explain the general increase in GPA from 1990 to 2000. The 

increase could reflect the growth of high school graduates’ academic achievement during the decade. 

However, other factors, such as changes in teachers’ standards for grading, changes in material taught for 

courses, or other factors that cannot be measured by the HSTS, also could help explain the GPA increase. 

It is not the intent of the HSTS analyses to determine the cause of the overall GPA increase among high 

school graduates from 1990 to 2000. 
4-1

4. COMPARISON OF HSTS 2000 RESULTS WITH NAEP 2000 ASSESSMENT SCORES 

The High School Transcript Study (HSTS) focuses on high school graduates’ coursetaking 

patterns, which include what courses they took in different subject fields and the grades they received for 

those courses. It does not, however, independently assess graduates’ knowledge within the different 

subject fields. The National Assessment of Educational Progress (NAEP), also known as the Nation’s 

Report Card, measures educational achievement in various subject areas taught within the nation’s 

schools through ongoing and periodic assessments. Both the HSTS and NAEP education studies work in 

association with each other. The initial HSTS sample of schools comes from the sample of schools 

selected for the NAEP 12th grade assessment. By its design, then, the HSTS results can link with the 

NAEP assessment results. This link allows a comparison of student coursetaking patterns with their 

educational achievement in select course subjects, as measured by NAEP. 

This chapter compares selected HSTS 2000 data with the NAEP 2000 assessment results in 

mathematics and science. It first examines the NAEP mathematics and science assessment scores of the 

HSTS graduates. It then looks at the correlation of the NAEP assessment scores with such HSTSdeveloped measures as the graduates’ grade point averages (GPAs) in mathematics and science. Unless 

otherwise noted, the chapter discusses only statistically significant findings. Note that cross-sectional 

studies such as NAEP cannot make causal inferences between gains in achievement and coursetaking 

behavior (Rock and Pollack 1995). The NAEP assessment results presented in this report reflect the 

findings from those HSTS 2000 students that met the criteria for analyses. These criteria included a 

standard or honors diploma, at least 16 earned course credits, and a positive number of earned English 

course credits. These results do not reflect the NAEP sample as a whole. 

The irregular frequency of the HSTS transcript studies prevents the comparisons of HSTS 

data with the NAEP national main mathematics and science assessments from previous years. The NAEP 

national main assessments associated with HSTS 1994 and HSTS 1998 covered neither mathematics nor 

science. A NAEP national main mathematics assessment occurred in 1990, but the design of HSTS 1990 

linked HSTS with NAEP data at the school level, not at the student level. NCES also provides NAEP 

long-term trend assessments in mathematics and science as measures of educational progress over time. 

The HSTS works in association with the NAEP main assessments, however, and results from the main 

assessments and trend assessments are not comparable. More information about the NAEP long-term 

trend assessments can be found in NAEP 1999 Trends in Academic Progress: Three Decades of Student 

Performance (U.S. Department of Education 2000). For this report, the term “assessment scores” refers to 

scores from the NAEP national main assessments. 
4-2

Tables in this chapter present estimates for not only all high school graduates, but also by 

subgroups of selected student and school characteristics. The student characteristics include gender and 

race/ethnicity, and the school-based characteristics include school type (public or nonpublic school) and 

region of the country.21 The tables also provide estimates for high school graduates by whether or not they 

earned credits in Advanced Placement (AP) or International Baccalaureate (IB) mathematics and science 

courses,22 the highest level of mathematics and science courses in which they earned credits, and the last 

grade in which they earned credits in mathematics and science courses. 

NAEP assessment results provide information about what students know within a given 

subject. NAEP achievement levels provide information about what the students should know. The NAEP 

achievement levels measure how well students’ actual achievement matches the desired levels of 

achievement established by the National Assessment Governing Board (NAGB). There are three 

achievement levels for each subject and grade assessed by NAEP: Basic, Proficient, and Advanced. Their 

definitions follow: 

 Basic: A partial mastery of prerequisite knowledge and skills that are fundamental for 

proficient work; 

 Proficient: A demonstrated competency of challenging subject matter, including 

subject-matter knowledge, application of such knowledge to real-world situations, and 

analytical skills appropriate to the subject matter; and 

 Advanced: Superior academic performance within the subject matter. 

As provided by law, the achievement levels are to be used on a trial basis and should be interpreted and 

used with caution. 

Each NAEP assessment uses a unique scale developed from item response theory (IRT). IRT 

is a set of statistical procedures that summarizes student performance across a collection of test exercises 

that require similar knowledge and skills. For the NAEP 12th-grade mathematics assessment, the scale 

ranges from a minimum of 0 to a maximum of 500. An assessment score of 288 indicates the student has 

a basic grasp of mathematical skills. A score of 336 indicates proficient mathematical knowledge, while a 

score of 367 indicates advanced mathematical knowledge. For the NAEP 12th-grade science assessment, 

the scale ranges from a minimum of 0 to a maximum of 300. An assessment score of 146 indicates the 

 

21In this report, the term “region of the country” refers to the Census-defined region: Northeast, South, Midwest, and West. See appendix A for 

more information. 

22AP/IB mathematics courses include courses in precalculus, calculus, and statistics. AP/IB science courses include courses in biology, chemistry, 

physics, and environmental science. 
4-3

student has a basic grasp of scientific skills. A score of 178 indicates proficient scientific knowledge, 

while a score of 210 indicates advanced scientific knowledge. 

The HSTS 2000 transcript data defined the mathematics and science course levels used in 

this chapter’s analyses. Examination of the 2000 high school graduates’ transcripts revealed common 

sequences in which mathematics23 and science24 courses were taken. Each course in these sequences was 

defined as a course level. Tables 5 and 6 define the mathematics and science course levels. High school 

graduates were classified according to the highest mathematics and science course in the sequence for 

which they earned course credits. 

Table 5. Definitions of mathematics course levels 

Mathematics course level Definition of course level

Below Algebra I Graduates who took either no mathematic courses or lower level mathematics courses

Algebra I 

Graduates who earned course credits for first-year algebra, but no course credits for geometry, second-year algebra, or

calculus courses 

Geometry Graduates who earned course credits for geometry, but no course credits for second-year algebra or calculus courses

Algebra II Graduates who earned course credits for second-year algebra, but no course credits for calculus courses

Calculus Graduates who earned calculus course credits 

Table 6. Definitions of science course levels 

Science course level Definition of course level

Below Biology Graduates who took either no science courses or lower level science courses

Biology Graduates who earned course credits for biology, but no course credits for chemistry or physics courses 

Chemistry Graduates who earned course credits for chemistry, but no course credits for physics courses

Physics Graduates who earned physics course credits 

The highest mathematics level course offered in most schools is calculus, although graduates 

differed in mathematics courses taken (if any) between second-year algebra and calculus. If a graduate 

takes courses beyond second-year algebra, such as precalculus and statistics, but the coursework does not 

include calculus, then the graduate remains at the Algebra II level. For science courses, some high school 

graduates took advanced biology instead of chemistry and physics courses, while other graduates took 

advanced chemistry courses instead of physics courses. In these situations, such graduates remain at the 

Biology and Chemistry levels, respectively. 

The latter part of this chapter discusses correlation values, which are statistical measures 

used to describe the relationship between two variables. Positive correlation values indicate that as one 

variable increases or decreases, the other variable also increases or decreases. Negative correlation values 

 

23Approximately 91.8 percent of the HSTS 2000 students took first-year algebra, geometry, and/or second-year algebra courses, while 45.6 

percent of the students took all three mathematics courses. The Below Algebra I course level covers those HSTS 2000 students that took 

general mathematics, basic mathematics, applied mathematics, and introduction to algebra courses, or no mathematics courses. 

24Approximately 94.6 percent of the HSTS 2000 students took biology and/or chemistry courses, while 62.3 percent of the students took both 

biology and chemistry courses. The Below Biology course level covers those HSTS 2000 students that took either survey science courses or no 

science courses. 
4-4

indicate that as one variable increases, the other variable decreases, and vice versa. Correlation values 

range from negative one (-1) to one (1), with a zero (0) value implying no relationship between the 

variables, and the values of one implying a perfect linear relationship between the variables. This report 

uses the Cohen effect size scale25 to interpret the statistical power of the correlation values. Within that 

scale, correlation values that fall within the ranges of either 0.10 to 0.29 or -0.10 to -0.29 indicate at least 

a small correlation. Correlation values that fall within the ranges of either 0.30 to 0.49 or -0.30 to -0.49 

indicate at least a medium correlation. Correlation values greater than or equal to 0.50 and correlation 

values lesser than or equal to -0.50 indicate a large correlation. 

Mean NAEP Mathematics Assessment Scores 

Table 7 shows the mean NAEP 2000 mathematics assessment scores for HSTS high school 

graduates, by various school and student characteristics. 

The high school graduates achieved a mean NAEP mathematics assessment score of 301 

(out of a possible 500 points). Each of the four major student racial/ethnic subgroups differed in their 

mean NAEP mathematics assessment scores. Asian/Pacific Islander graduates achieved the highest mean 

mathematics score (323) among the racial/ethnic subgroups, while Black graduates achieved the lowest 

mean mathematics score (275). Nonpublic high school graduates achieved a higher mean (318) 

mathematics assessment score than the mean (300) mathematics assessment score achieved by the public 

high school graduates. 

AP and IB Mathematics Credits. Graduates who earned AP or IB mathematics course 

credits performed better on the NAEP mathematics assessment (345) than graduates who earned neither 

AP nor IB mathematics course credits (297). AP and IB mathematics courses include courses in 

precalculus, calculus, and statistics. Each student gender and racial/ethnic subgroup showed a higher 

NAEP mathematics assessment score among graduates with AP or IB mathematics credits than among 

graduates without AP or IB mathematics credits, as did graduates from each school type and region of the 

country. 

 

25Cohen, Jacob. Statistical Power Analysis for the Behavioral Sciences, 2nd edition. Hillsdale, NJ: L. Erlbaum Associates, 1988. 
4-5

Table 7. Mean NAEP mathematics assessment scores for HSTS high school graduates, by school and student chara

Mean NAEP mathematics assessment score 

AP or IB mathematics 

credits earned? Highest mathematics course level taken Last grade m

Characteristic 

All 

graduates No Yes 

Below 

Algebra I Algebra I Geometry Algebra II Calculus Grade 9 Gr

All graduates .......................... 301 297 345 260 269 285 304 342 ‡ Student gender  Male .................................... 303 297 349 261 271 285 306 345 ‡  Female................................. 300 296 341 257 267 285 302 339 ‡ Student race/ethnicity  White................................... 308 303 347 263 273 292 310 345 ‡  Black ................................... 275 273 325 250 255 268 278 323 ‡  Hispanic .............................. 284 282 332 250 261 276 291 320 ‡  Asian/Pacific Islander......... 323 313 347 ‡ ‡ ‡ 317 346 ‡ School type  Public .................................. 300 295 345 259 268 283 303 343 ‡  Nonpublic ........................... 318 314 348 ‡ ‡ 306 315 337 ‡ Region of the country1

 Northeast............................. 303 298 348 263 274 296 304 344 ‡  South ................................... 297 291 342 250 261 272 296 341 ‡  Midwest .............................. 307 303 350 261 272 288 310 345 ‡  West .................................... 301 297 344 264 269 283 311 337 ‡ 

‡ Reporting standards not met. 1”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB mathematics courses include courses in precalculus, cal

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000. 
4-6

Among the HSTS 2000 graduates earning AP or IB mathematics credits, male graduates had 

a higher NAEP mathematics assessment score than female graduates. Male graduates with AP/IB 

mathematics credits earned a mean 349 mathematics assessment score, while their female counterparts 

earned a mean 341 mathematics assessment score. 

Highest Mathematics Course Level. Within the three highest mathematics course levels, 

the HSTS 2000 high school graduates posted different mean NAEP mathematics assessment scores. 

Those HSTS 2000 graduates who earned credits in calculus courses achieved a mean 342 mathematics 

assessment score. Graduates at the Algebra II level achieved a mean 304 mathematics assessment score, 

while graduates at the Geometry level achieved a mean 285 mathematics assessment score. It is possible 

that higher mathematics proficiency enabled students to meet prerequisites for advanced mathematics 

courses. 

Among three of the four basic school and student characteristics (student gender, student 

race/ethnicity, and region of the country), each subgroup showed that HSTS 2000 graduates who earned 

credits in calculus courses posted a higher mean NAEP mathematics assessment score than graduates at 

either the Geometry or Algebra II levels. Public high school graduates who earned calculus course credits 

also performed better on the NAEP mathematics assessment (343) than graduates at either the Algebra II 

(303) or Geometry (283) levels.26

Last Grade Mathematics Taken. High school graduates in the HSTS 2000 who earned 

mathematics course credits during the 12th grade earned higher scores on the NAEP 2000 mathematics 

assessment than graduates who last earned mathematics course credits before 12th grade. The HSTS 2000 

graduates who earned 12th-grade mathematics credits achieved a mean 307 mathematics assessment 

score, compared to the mean 293 score for graduates who last earned mathematics credits in 11th grade. 

The four major student racial/ethnic subgroups posted different mean NAEP mathematics 

assessment scores among HSTS 2000 graduates who earned 12th grade mathematics course credits. 

Within the graduates who earned mathematics credits in the 12th grade, Asian/Pacific Islander graduates 

achieved the highest mean NAEP mathematics assessment score (327), while Black graduates achieved 

the lowest mean mathematics assessment score (277). White graduates achieved a mean 314 mathematics 

assessment score, while Hispanic graduates achieved a mean 288 mathematics assessment score. 

 

26The differences in mean NAEP mathematics assessment scores between nonpublic graduates at the Algebra II (315) and Calculus (337) levels, 

although apparently different, were not statistically significant due to small nonpublic graduate sample sizes (which led to larger standard 

errors). 
4-7

Mean NAEP Science Assessment Scores 

Table 8 shows the mean NAEP 2000 science assessment scores for HSTS high school 

graduates, by various school and student characteristics. 

The high school graduates achieved a mean NAEP science assessment score of 147 (out of a 

possible 300 points). Among the four major student racial/ethnic subgroups, Asian/Pacific Islander and 

White graduates achieved higher mean NAEP science assessment scores than either Hispanic or Black 

graduates. Asian/Pacific Islander and White graduates achieved mean NAEP science assessment scores, 

respectively, of 158 and 153. Hispanic graduates achieved a mean 130 science assessment score, while 

Black graduates achieved a mean 123 science score. Public and nonpublic high school graduates also 

differed in their mean NAEP science assessment scores. Nonpublic high school graduates achieved a 

mean 163 science assessment score, compared to the mean 146 science assessment score achieved by the 

public high school graduates. 

AP and IB Science Credits. Graduates who earned AP or IB science course credits 

performed better on the NAEP science assessment than graduates who earned neither AP nor IB science 

course credits. AP and IB science courses include courses in biology, chemistry, physics, and 

environmental science. Those HSTS 2000 graduates with AP or IB science credits achieved a mean 179 

NAEP science assessment score, compared to the mean 144 science assessment score achieved by 

graduates without AP or IB science credits. 

Highest Science Course Level. The NAEP science assessment scores earned by HSTS 2000 

graduates differed by the highest science course level attained. The higher the science course level 

graduates attained, the higher mean NAEP science assessment score they achieved. Those HSTS 2000 

graduates at the Physics level achieved a mean 164 science assessment score. Graduates at the Chemistry 

level achieved a mean 148 science assessment score, and graduates at the Biology level achieved a mean 

126 science assessment score. Graduates at the Below Biology level achieved the lowest mean NAEP 

science assessment score (113) among the four science course levels. 
4-8

Table 8. Mean NAEP science assessment scores for HSTS high school graduates, by school and student characteristics

Mean NAEP science assessment score 

AP or IB science credits 

earned? Highest science course level taken Last grade s

Characteristic All graduates No Yes

Below 

Biology Biology Chemistry Physics Grade 9 Grad

All graduates .......................... 147 144 179 113 126 148 164 109 Student gender  Male .................................... 149 145 182 114 128 149 167 106  Female................................. 146 143 176 112 124 147 162 ‡ Student race/ethnicity  White................................... 153 151 183 115 131 154 170 109  Black ................................... 123 121 156 105 107 124 135 ‡  Hispanic .............................. 130 127 158 107 115 134 147 ‡  Asian/Pacific Islander......... 158 144 184 ‡ 130 145 171 — 

School type  Public .................................. 146 143 178 113 125 146 164 109  Nonpublic ........................... 163 160 188 — 139 160 171 ‡ 

Region of the country1

 Northeast............................. 151 147 186 ‡ 125 147 167 ‡  South ................................... 143 139 173 110 121 142 159 ‡  Midwest .............................. 151 149 183 113 133 153 169 ‡  West .................................... 147 143 180 113 125 152 167 ‡ 

— Not available. Data were not collected or not reported. ‡ Reporting standards not met. 1”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB science courses include courses in biology, chemi

science. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000. 
4-9

Last Grade Science Taken. The NAEP science assessment scores earned by HSTS 2000 

graduates differed by the last grade in which science course credits were earned. The higher the grade in 

which graduates last earned science credits, the higher the mean NAEP science assessment score they 

achieved. Graduates who earned science credits in 12th grade achieved the highest mean NAEP science 

assessment score (157) among the science grade levels. Graduates who last earned science credits in 11th 

and 10th grades achieved mean NAEP science assessment scores, respectively, of 142 and 127. The 

lowest mean NAEP science assessment score (109) belonged to the graduates who last earned science 

credits in 9th grade. 

Differences existed in the mean NAEP science assessment scores among the HSTS 2000 

students who earned science credits during 12th grade. Within that group, male graduates achieved a 

higher mean NAEP science assessment score (159) than female graduates (155). The Asian/Pacific 

Islander graduates (166) and White graduates (164) achieved higher science assessment scores than 

Hispanic graduates (138) and Black graduates (129). Nonpublic high school graduates achieved a higher 

mean NAEP science assessment score (170) than public high school graduates (156). 

Correlation of NAEP 2000 Mathematics Assessment Scores and Mathematics Grade Point 

Averages 

Table 9 shows the correlation of NAEP mathematics assessment scores of 2000 high school 

graduates with their mathematics GPA, by various student and school characteristics. 

A large positive correlation existed between the GPA the 2000 high school graduates earned 

in mathematics courses and their NAEP mathematics assessment scores. The correlation coefficient 

between the mathematics GPAs and NAEP mathematics assessment scores was 0.53. This positive 

correlation quantified the extent to which those students with high mathematics GPAs also performed 

well on the NAEP mathematics assessment. 

Among racial/ethnic subgroups, Asian/Pacific Islander and White high school graduates had 

stronger correlation coefficients between mathematics GPA and NAEP 2000 mathematics assessment 

scores than Black and Hispanic graduates. Asian/Pacific Islander graduates had a 0.59 correlation 

coefficient between their mathematics GPA and NAEP mathematics assessment scores, and White 

graduates had a 0.52 correlation coefficient. Black graduates had a correlation coefficient of 0.42, and 

Hispanic graduates had a correlation coefficient of 0.38. 
4-10

Table 9. Correlation of NAEP mathematics assessment scores of high school graduates with 

mathematics grade point average, by school and student characteristics: 2000 

Characteristic 

Correlation of NAEP mathematics assessment score 

with mathematics grade point average

All graduates ..................................................................................................................... .53

Student gender 

 Male ............................................................................................................................... .54

 Female............................................................................................................................ .55

Student race/ethnicity 

 White.............................................................................................................................. .52

 Black .............................................................................................................................. .42

 Hispanic ......................................................................................................................... .38

 Asian/Pacific Islander.................................................................................................... .59

School type 

 Public ............................................................................................................................. .52

 Nonpublic ...................................................................................................................... .57

Region of the country1

 Northeast........................................................................................................................ .56

 South .............................................................................................................................. .56

 Midwest ......................................................................................................................... .53

 West ............................................................................................................................... .48

AP or IB mathematics credits earned? 

 No................................................................................................................................... .47

 Yes ................................................................................................................................. .36

Highest mathematics course level taken 

 Below Algebra I............................................................................................................. .05

 Algebra I ........................................................................................................................ .20

 Geometry ....................................................................................................................... .40

 Algebra II....................................................................................................................... .44

 Calculus ......................................................................................................................... .38

Last grade mathematics course taken 

 Grade 9........................................................................................................................... ‡

 Grade 10......................................................................................................................... .18

 Grade 11......................................................................................................................... .39

 Grade 12......................................................................................................................... .57

‡ Reporting standards not met. 

1

”Region” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB mathematics courses include 

courses in precalculus, calculus, and statistics. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000. 
4-11

Those 2000 high school graduates who earned credits in Geometry and higher mathematical 

level courses had stronger correlation coefficients between their mathematics GPAs and NAEP 

mathematics assessment scores. There was a low correlation (0.20) for students at the Algebra I course 

level between their mathematics GPA and NAEP mathematics assessment scores. 

The higher the school grade level in which a high school graduate took a mathematics 

course, the stronger the correlation between that graduate’s mathematics GPA and NAEP 2000 

mathematics assessment score. Graduates who took mathematics courses during their 12th-grade year had 

a high 0.57 correlation value between their mathematics GPA and NAEP 2000 mathematics assessment 

scores. This correlation value was stronger than the correlation values for graduates whose last earned 

mathematics credits came in either 11th grade (0.39) or 10th grade (0.18). 

Correlation of NAEP 2000 Science Assessment Scores and Science Grade Point Averages 

Table 10 shows the correlation of NAEP science assessment scores of 2000 high school 

graduates with their science GPA, by various student and school characteristics. 

A medium correlation existed between the GPA the 2000 high school graduates earned in 

science courses and their NAEP science assessment scores. The correlation coefficient between the 

science GPAs and NAEP science assessment scores was 0.49. This positive correlation quantified the 

extent to which those students with high science GPAs also performed well on the NAEP science 

assessment. 

Each science course achievement level posted a stronger correlation coefficient between 

science GPAs and the NAEP 2000 science assessment scores than any of the science course achievement 

levels below it. Graduates who took physics courses posted the strongest correlation value (0.52) of the 

science achievement levels. Graduates who took no higher than chemistry classes had a 0.41 correlation 

value; graduates who took no higher than biology classes had a 0.22 correlation value. 
4-12

Table 10. Correlation of NAEP science assessment scores of high school graduates with science grade 

point average, by school and student characteristics: 2000 

Characteristic 

Correlation of NAEP science assessment score with 

science grade point average

All graduates ..................................................................................................................... .49

Student gender 

 Male ............................................................................................................................... .49

 Female............................................................................................................................ .52

Student race/ethnicity 

 White.............................................................................................................................. .48

 Black .............................................................................................................................. .36

 Hispanic ......................................................................................................................... .36

 Asian/Pacific Islander.................................................................................................... .58

School type 

 Public ............................................................................................................................. .48

 Nonpublic ...................................................................................................................... .54

Region of the country1

 Northeast........................................................................................................................ .49

 South .............................................................................................................................. .51

 Midwest ......................................................................................................................... .51

 West ............................................................................................................................... .50

AP or IB science credits earned? 

 No................................................................................................................................... .45

 Yes ................................................................................................................................. .40

Highest science course level taken 

 Below Biology............................................................................................................... .05

 Biology .......................................................................................................................... .22

 Chemistry....................................................................................................................... .41

 Physics ........................................................................................................................... .52

Last grade science course taken 

 Grade 9........................................................................................................................... .02

 Grade 10......................................................................................................................... .19

 Grade 11......................................................................................................................... .42

 Grade 12......................................................................................................................... .52

1

”Region” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB science courses include courses 

in biology, chemistry, physics, and environmental science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000. 
4-13

Among school grade levels, high school graduates who earned science credits during the 

12th grade had the strongest correlation between science GPA and NAEP 2000 science assessment 

scores. Graduates who took science course takers in the 12th grade had a high 0.52 correlation between 

their science GPA and NAEP 2000 science assessment scores. Graduates who last earned science credits 

in 11th and 10th grades had correlation values, respectively, of 0.42 and 0.19. These findings suggest that 

the science GPAs of graduates who earned science credits in 12th grade strongly reflected their scores on 

the NAEP 2000 science assessment. 

Summary 

The mean NAEP mathematics and science assessment scores achieved by the HSTS 2000 

high school graduates revealed that graduates taking higher level mathematics and science courses and/or 

at the higher grade levels generally scored higher on the NAEP assessments. 

The 2000 high school graduates’ mathematics GPAs showed a high positive correlation with 

graduates’ NAEP 2000 mathematics assessment scores, as did the graduates’ science GPAs with the 

graduates’ NAEP 2000 science assessment scores. Subgroups of high school graduates that showed the 

weakest correlation values between GPA and assessment scores included graduates who last took 

mathematics and/or science courses in the 10th grade. 
4-14
5-1

5. CONCLUSIONS 

The 2000 High School Transcript Study (HSTS 2000) provided evidence of changes with 

respect to coursetaking patterns in the nation’s secondary schools. From 1990 to 2000, secondary school 

students earned increasing numbers of course credits and appear to have augmented their load of both 

core courses (mathematics, science, English, and social studies) and non-core courses. These consistent 

increases were evident for all examined subgroups of student and school characteristics (i.e., gender, 

race/ethnicity, school type, and region).27 

Increases also were detected with respect to grade point average (GPA) in the nation’s 

secondary schools. From 1990 to 2000, the overall mean GPA of secondary students increased from 2.68 

in 1990 to 2.94 in 2000. These increases in GPA were consistently present among all examined subgroups 

across years. In addition, the increases occurred across 13 of the 16 subject areas, including all four core 

academic fields. 

While increases were consistent for most subgroups, there were also differences in mean 

GPA across subgroups, by examined student and school characteristics. For example, female students 

earned higher mean GPAs than male students between 1990 and 2000. In 2000, Asian/Pacific Islander 

graduates earned an overall higher mean GPA than White, Black, and Hispanic graduates. In 1998 and 

2000, nonpublic secondary school graduates earned higher GPAs than public secondary school graduates. 

High school graduates earned a higher mean GPA in grade 12 than in any other grade in 

1990, 1994, 1998, and 2000. Further, findings showing the overall mean GPA by course subject revealed 

that students had the most difficulty with mathematics and science courses across all study years. For 

example, high school graduates in the year 2000 earned 2.60 and 2.67 mean GPAs, respectively, for 

mathematics and science courses, significantly lower than the mean GPAs for the other 14 course 

subjects. 

A number of factors may explain the general increase in GPA from 1990 to 2000. The 

increase could reflect the growth of high school graduates’ academic achievement during the decade. 

However, other factors, such as changes in teachers’ standards for grading, changes in material taught for 

courses, or other factors that cannot be measured by the HSTS, also could help explain the GPA increase. 

 

27That no differences were found across years for nonpublic schools may be due to smaller sample sizes for this population. 
5-2

This report also examined the NAEP 2000 mathematics and science assessment scores of the 

HSTS graduates with respect to student and school characteristics, student coursework, and such HSTSdeveloped measures as the graduates’ grade point averages in mathematics and science. Findings showed 

that graduates who earned AP or IB mathematics course credits performed better on the NAEP 

mathematics assessment than graduates who earned neither AP nor IB mathematics course credits. 

Similarly, graduates who earned AP or IB science course credits performed better on the NAEP science 

assessment than graduates who earned neither AP nor IB science course credits. 

Other factors involving coursework were related to the NAEP 2000 mathematics and science 

assessment scores. For example, the higher the mathematics and science course levels that graduates 

attained, the higher the respective mean NAEP mathematics and science assessment scores they achieved. 

In addition, graduates who last took a mathematics or science course in the 12th grade performed better 

on the respective NAEP 2000 mathematics and science assessments than graduates who last took such 

courses in grades 9, 10 or 11. 

There was a high positive correlation between the mean GPA earned in mathematics courses 

by the 2000 high school graduates and their NAEP mathematics assessment scores. A medium positive 

correlation existed between the mean GPA of 2000 high school graduates earned in science courses and 

these graduates’ NAEP science assessment scores. 

In conclusion, the High School Transcript Study series from 1990 to 2000 provided evidence 

of increases across the decade with respect to important measures of curricula and the achievement of 

secondary students. Across the nation’s secondary schools, from 1990 to 2000, students earned more 

credits and higher GPAs. The HSTS 2000 also provided some insight into results of the NAEP 2000 

mathematics and science assessments—among other things, scores were related to factors such as GPA in 

mathematics and science courses, AP and IB course taking, highest level of courses taken in mathematics 

and science, and the last year in which mathematics and science courses were taken. 
6-1 

6. REFERENCES 

Cohen, Jacob. (1988). Statistical Power Analysis for the Behavioral Sciences, 2nd edition. Hillsdale, NJ: 

L. Erlbaum Associates. 

Council of Chief State School Officers. (2000). Key State Education Policies on K-12 Education: 2000.

Washington, DC. 

Gifford, A.G., Hoachlander, E.G., and Tuma, J.E. (1994). The Secondary School Taxonomy Final Report. 

Washington, DC: U.S. Department of Education, National Assessment of Vocational Education, 

Final Report to Congress, Volume II, Chapter 1. February 1989. 

Ludwig, M.J., Olivetti, L., Sandberg, N., and Waite, B. (1982). A Classification of Secondary School 

Courses. Alexandria, VA: Evaluation Technologies, Inc. 

National Commission on Excellence in Education. (1983). A Nation at Risk: The Imperative for 

Educational Reform. Washington, DC: U.S. Government Printing Office. 

Rock, D. and Pollack, J. (1995). Psychometric Report for the NELS:88 Base Year (1988) Through Second 

Follow-Up (1992), Washington, DC: National Center for Education Statistics. 

U.S. Department of Commerce, U.S. Census Bureau. (2000). Census 2000 American FactFinder. Online 

publication, http://www.census.gov/main/www/cen2000.html. 

U.S. Department of Education, National Center for Education Statistics. (1993). User’s Manual: 1990 

High School Transcript Study (NCES 93–416). Washington, DC: U.S. Government Printing 

Office. 

U.S. Department of Education, National Center for Education Statistics. (1995). User’s Manual: NELS:88 

Second Follow-Up: Transcript Data Component File (NCES 95–377). Washington, DC: U.S. 

Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (1997). The 1994 High School 

Transcript Study Technical Report (NCES 97–262). Washington, DC: U.S. Government Printing 

Office. 

U.S. Department of Education, National Center for Education Statistics. (1998). The 1994 High School 

Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 

1990, 1987, and 1982 High School Graduates (NCES 98–532). Washington, DC: U.S. 

Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (2000). NAEP 1999 Trends in 

Academic Progress: Three Decades of Student Performance (NCES 2000–469). Washington, 

DC: U.S. Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (2001). The 1998 High School 

Transcript Study User’s Guide and Technical Report (NCES 2001–477). Washington, DC: U.S. 

Government Printing Office. 
6-2 

U.S. Department of Education, National Center for Education Statistics. (2001). The 1998 High School 

Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1998, 

1994, 1990, 1987, and 1982 High School Graduates (NCES 2001–498). Washington, DC: U.S. 

Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (2001). The Nation’s Report 

Card: Mathematics 2000 (NCES 2001–517). Washington, DC: U.S. Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (2003). Overview and Inventory 

of State Education Reforms: 1990 to 2000 (NCES 2003–020). Washington, DC: U.S. 

Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (2003). The Nation’s Report 

Card: Science 2000 (NCES 2003–453). Washington, DC: U.S. Government Printing Office. 

U.S. Department of Education, National Center for Education Statistics. (2004a). The 2000 High School 

Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 2000, 

1998, 1994, 1990, 1987, and 1982 High School Graduates. Online publication, 

http://nces.ed.gov. 

U.S. Department of Education, National Center for Education Statistics. (2004b). The 2000 High School 

Transcript Study User’s Guide and Technical Report. Online publication, http://nces.ed.gov. 

Wolter, K. (1985). Introduction to Variance Estimation. New York: Springer-Verlag. 

Zahs, D., Pedlow, S., Morrissey, M., Marnell, P., and Nichols, B. (1995). High School and Beyond Fourth 

Follow-Up Methodology Report. Prepared by the National Opinion Research Center for the 

National Center for Education Statistics. 
A-1 

Appendix A 

Survey Methodology 
A-2 
A-3 

Table of Contents 

 Page 

The 2000 High School Transcript Study .............................................................................. A-5

Sample Design...................................................................................................................... A-5 

Response Rates ..................................................................................................................... A-7 

Data Collection ..................................................................................................................... A-9 

Data Processing .................................................................................................................... A-11 

NAEP Assessment Scores .................................................................................................... A-14

Weighting and Variance Estimation..................................................................................... A-16 

The HSTS Sample Weights .................................................................................................. A-17 

The HSTS NAEP-Linked Weights....................................................................................... A-17 

Variances ......................................................................................................................... A-18 

Test Statistics........................................................................................................................ A-18 

Description of Previous High School Transcript Studies ..................................................... A-19 

Student and School Characteristics....................................................................................... A-20 

Definitions of Analysis Variables......................................................................................... A-22

Appendix Tables 

Table Page 

A-1 Total sampled school and students for the HSTS study: 2000.................................... A-7 

A-2 Numeric grade conversion .......................................................................................... A-14 

A-3 Percentage distribution of high school graduates, by student and school 

characteristics: 1990, 1994, 1998, and 2000 .............................................................. A-21 

A-4 Census region definitions............................................................................................ A-22 
A-4 
A-5 

SURVEY METHODOLOGY 

The 2000 High School Transcript Study 

The 2000 High School Transcript Study (HSTS 2000) is the latest in a series of National 

Assessment of Educational Progress (NAEP) transcript studies that have been conducted for the National 

Center for Education Statistics (NCES). This study provides the Department of Education and other 

educational policymakers with information regarding current course offerings and coursetaking patterns 

in the nation’s secondary schools. The HSTS 2000 provides researchers with the coursetaking patterns of 

a nationally representative sample of students who graduated from American public and nonpublic high 

schools in 2000. It was designed so that data on students’ coursetaking patterns can be linked to the 

NAEP 2000 assessment results.28 Since studies similar to the HSTS 2000 were conducted in 1990, 1994, 

and 1998, changes in these patterns and relationships to NAEP performance in these years also can be 

examined. This appendix describes features of the HSTS 2000 study methodology, including sample 

design, data collection and data processing procedures, weighting, and analysis variables. Greater detail 

on any of these topics may be found in The 2000 High School Transcript Study User’s Guide and 

Technical Report (U.S. Department of Education 2004b). 

Sample Design 

The HSTS 2000 is based on a subsample of the schools and students included in the NAEP 

2000. Approximately 96 percent of the students included in the HSTS 2000 participated in the NAEP 

assessment. The NAEP 2000 used a multistage probability sample design. Counties or groups of counties 

were the first-stage sampling units, and elementary and secondary schools were the second-stage units. 

The third stage of sampling consisted of the assignment of sessions by type to sampled schools and the 

assignment of sample types to sampled schools. The session type refers to the subject(s) being assessed, 

while the sample type refers to the specific criteria for inclusion that were applied to the session. The 

fourth stage involved selection of students within schools and their assignment to session types. 

A total of 94 out of 1,000 PSUs were selected for sample in NAEP 2000. The 22 largest 

PSUs were included with certainty. The remaining smaller PSUs were grouped into 72 noncertainty strata 

 

28The purpose of NAEP is to gather information that will aid educators, legislators, and others in improving the education experience of youth in 

the United States. Its primary goals are to measure the current status of the educational attainment of young Americans and to report changes 

and long-term trends in those attainments. 
A-6 

and one PSU was selected from each stratum with probability proportional to the estimated grade-specific 

enrollment of the schools. The noncertainty strata were defined by region, metropolitan status, and 

various socioeconomic characteristics. 

The second-stage of sampling involved the selection of schools within the sampled PSUs. 

High-minority public schools and private schools were oversampled to enhance the reliability of NAEP 

estimates for Black and Hispanic students as well as various types of private school students. Highminority public schools were given double the probability of selection of low-minority public schools. 

Private schools were heavily oversampled to meet explicit target sample sizes for the reporting group 

(Catholic, Lutheran, Conservative Christian, Other religious, Nonsectarian, and Independent). Schools 

were selected (without replacement) across all PSUs systematically with probability proportional to size 

in terms of grade enrollment. 

For NAEP, grade 12 schools were assigned two types of sessions, mathematics and science. 

Schools with 25 or more students were assigned both session types; schools smaller than that were 

assigned only one session. For the smaller private schools, half of them were assigned mathematics and 

the other half science. For the smaller public schools, 7 out of 16 were assigned mathematics and 9 out of 

16 were assigned science. To determine the effect of using different criteria for excluding students from 

the assessment, two different sample types (S2 and S3) were assigned to schools. In sample type 3 

schools, accommodations were offered to students with disabilities (SD) and limited English proficient 

(LEP) students. In sample type 2 schools, no assessment accommodations were offered to SD/LEP 

students. Sample type was assigned to schools so that 50 percent of the schools were assigned sample 

type 2 and 50 percent were assigned sample type 3. 

The fourth stage of sampling for NAEP involved the selection of students within the 

sampled schools. The student samples included oversampling of Black and Hispanic students in low 

minority public schools and SD/LEP students in all schools. 

The HSTS 2000 school sample comprised all 319 public schools and a subsample of the 621 

private schools selected for NAEP. The HSTS private school sample, which consisted of 60 schools, was 

selected in a way to reverse the oversample in NAEP so that the private school students in the HSTS were 

represented in proportion to their prevalence in the general grade 12 student population. 
A-7 

When possible, the students selected for the transcript study were the same as those selected 

for NAEP. When this was not possible, a systematic sample of students was drawn from the school based 

on the following rules: 

 If there were 60 or fewer graduates listed, all graduates were included in the sample. 

 If there were more than 60 graduates listed, a sample of 50 students was drawn using a 

systematic random sampling. 

Table A-1 shows the number of schools and students sampled in the HSTS 2000. 

Table A-1. Total sampled schools and students for the HSTS study: 2000 

Number of sampled schools Number of sampled students 

Response category Public Nonpublic Public Nonpublic

All schools 249 28 19,747 1,184

 HSTS and NAEP cooperating schools, with linkage..................................... 223 25 18,513 1,034

 HSTS cooperating schools only ..................................................................... 14 2 675 100

 HSTS and NAEP cooperating schools, no linkage ........................................ 12 1 559 50

NOTE: Public schools include all state-run elementary, secondary, charter, Bureau of Indian Affairs, and Department of Defense schools. 

Nonpublic schools include Catholic schools, other religious schools, and all other private schools. Linkage indicates the identification of NAEPparticipating students for the HSTS. No linkage indicates the loss of NAEP-participating student identification in the 6-month period between the 

NAEP student assessment and HSTS data collection. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, The 2000 High School 

Transcript Study User’s Guide and Technical Report. 

Response Rates 

Of the 343 schools in the sample, transcript data were collected from 277 schools, or 80.8 

percent. Of the 23,440 sampled students in the participating schools, transcript data were collected for 

21,009 students, or 89.6 percent. It was determined that of the 23,440 students in the sample, 21,157 

students actually graduated and the remainder did not. Of the 21,157 graduates, transcript data were 

collected for 20,931 graduates, or 98.9 percent. 

For the 2000 transcript study, the weighted school response rate equaled 81.9 percent, while 

the weighted student response rate equaled 99.4 percent. The overall response rate for the 2000 transcript 

study equaled 81.5 percent. 

In the HSTS 2000, there were 287 NAEP participating schools that were included in the 

HSTS sample. Transcripts were collected from 261 NAEP schools, or 90.9 percent. Not all students who 

participated in NAEP schools and HSTS schools were included in the study. Of the total 22,010 HSTS 
A-8 

students linked to NAEP, 19,691 students actually graduated and the remaining 2,319 students did not 

graduate. Of the 19,691 graduates, the study collected transcripts from 19,547 graduates, or 99.3 percent. 

For the NAEP-participating schools in the 2000 transcript study, the weighted school 

response rate equaled 93.3 percent, while their weighted student response rate equaled 99.4 percent. The 

overall response rate for the 2000 transcript study’s NAEP students equaled 92.7 percent. 

The 2000 NAEP 12th-grade assessment attained both school and student response rates that 

were below 85 percent. Following completion of the weighting for the NAEP assessments, tables 

showing weighted distributions of school and student characteristics for respondents and nonrespondents 

were provided to NCES. These tables, prepared to NCES specifications, were used in the adjudication of 

the NAEP 2000 assessment results. The school nonresponse bias was less than 5.2 percent for the items 

evaluated, and the student nonresponse bias was less than 1.9 percent for the items evaluated. It was 

determined that the effects of school and student nonresponse were not sufficient as to result in 

suppression or annotation of the NAEP 12th-grade results. For more information about this bias analysis, 

see The 2000 High School Transcript Study User's Guide and Technical Report (U.S. Department of 

Education 2004b). 

To be consistent with previous published analyses of the NAEP HSTS data, the analysis 

presented in this report includes only students with regular diplomas or honors diplomas. Of the 23,440 

sampled students, 2,936 students (12.5 percent) earned neither a regular nor honors graduation diploma. 

The analysis excludes students with Special Education diplomas, Certificates of Completion, or 

Certificates of Attendance. It also limits the transcripts to those high school graduates with 16 or more 

earned Carnegie credits and a nonzero number of English Carnegie credits. An additional 232 students 

(1.0 percent) failed to have either at least 16 Carnegie credits of courses on their transcripts or a nonzero 

number of English Carnegie credits. These restrictions, meant to maximize the probability that the HSTS 

analyses will include only detailed high school graduate transcripts, limited the HSTS 2000 analysis to 

20,272 students. 

The student transcripts involved with the HSTS analyses are complete transcripts. These 

transcripts all have CSSC codes, Carnegie course credits, and standardized grades for each listed course. 

Both the Carnegie course credits and standardized grades are derived into variables that were analyzed in 

this report (coursetaking categories and GPA, respectively). 

Item response rates for the demographic variables included in this report—student gender, 

student race/ethnicity, school type, and region of the country—can be found in table A-3 within this 
A-9 

appendix. Across all survey years, both school type and region of the country had a 100 percent item 

response rate. Student gender had a 98.7 percent or better item response rate in all of the study years. 

Student race/ethnicity item response rates ranged from 94.6 percent in 1994 to 98.3 percent in 2000. For 

more detailed information on school and student response rates, see chapter 3 of The 2000 High School 

Transcript Study User’s Guide and Technical Report (U.S. Department of Education 2004b). 

Data Collection 

The field workers for the HSTS 2000 were drawn from the pool of NAEP field supervisors. 

They were trained in the data collection procedures for HSTS in December 1999. This training was 

conducted by the HSTS Curriculum Specialist/Coding Supervisor and took place over one full day. The 

training consisted of three sessions. The purpose of the first session was to establish the background 

knowledge needed to help field workers to make informed decisions when collecting information in the 

schools, and to explain why attention to detail and accuracy would be crucial in ensuring the quality of 

HSTS data. The second training session was held to familiarize field workers with the HSTS materials 

and forms, and with the variety of materials they could expect to find in the schools. The third session 

provided an opportunity for field workers to work with sample catalogs and transcripts, and to fill out 

practice forms, as they would do using the actual materials for the HSTS. 

In September 1999, superintendents and principals were notified about the transcript study 

through the Summary of School Tasks which was included in a mailout to all schools selected for NAEP. 

This summary included information on several aspects of the main NAEP study, as well as the 

notification of the transcript study. In December 1999, district superintendents of participating 12th-grade 

schools sampled for the main NAEP and selected for the HSTS 2000 were mailed additional information 

concerning the HSTS. 

Eligible schools participating in NAEP were informed about the HSTS 2000 when they 

received information about NAEP. Schools were provided with information about participating in the 

HSTS, including procedures that would be used to ensure confidentiality of the data, and the amount and 

nature of school staff time required for participating in HSTS. For eligible schools that agreed to 

cooperate, students sampled for NAEP were included in the HSTS sample, and a brightly-colored 

Disclosure Notice was placed in their folder by a NAEP field worker or school staff member. 

Once participation in the study was authorized by the district, individual schools were 

contacted. The contact letter for NAEP, for all schools in which 12th-grade students were assessed, 
A-10 

provided information about the HSTS 2000. Initial HSTS information requested from schools and 

collected by NAEP field workers at the time of the NAEP assessment included information that they were 

asked to provide on a School Information Form (SIF), as well as their school’s course catalogs for the 

four most recent school years, including 1999-2000, and three sample transcripts. They also were asked to 

provide a complete transcript for each graduate in the HSTS sample as soon as graduation information 

was posted on the transcripts. Information provided on the SIF indicated the appropriate date for the field 

workers to obtain the transcripts. Schools that were eligible for the HSTS 2000 but that had chosen not to 

participate in the 2000 NAEP assessment were contacted near the end of the school year. 

Obtaining Course Catalogs, Sample Transcripts, and Other School-Level Information.

Field workers requested sample materials for the HSTS when they first contacted a school and collected 

these materials when they visited the school for sampling. There were 261 schools that participated in 

NAEP and also participated in the HSTS (although 13 of these schools did not maintain the NAEP-HSTS 

links). There were also 16 schools from the original school sample that participated in the HSTS, but did 

not participate in NAEP. The sample materials included, preferably, a course catalog (a list of courses) 

offered for each of four consecutive years, from 1996-97 through 1999-2000; a completed School 

Information Form; and three sample transcripts, representing a “regular” student, one with honors 

courses, and one with special education courses. Since these materials were unique to each school, 

acquiring them before the collection of the actual transcripts enabled study staff to examine them and call 

a field worker or the school (i.e., before school personnel left for the summer) with any questions that 

arose during the school year. 

The field worker gathered general information about class periods, credits, graduation 

requirements, and other aspects of school policy. Sometimes this information was documented in the 

course catalog and at other times in a separate school policy document. The School Information Form 

(see User’s Guide) was completed by the field worker or a school staff member or sometimes by both. 

The completed SIF contained information about the school in general, about sources of information 

within the school (if needed to complete HSTS data collection), about the course description materials, 

about graduation requirements and grading practices at the school, and about the format of the school’s 

transcripts. The NAEP 2000 School Questionnaire also was collected from the schools. This 

questionnaire was completed by a school official and provided information about school, teacher, and 

home factors that might relate to student achievement. 

Obtaining Transcripts. The HSTS 2000 used the NAEP sample for selecting schools and 

students in NAEP-participating schools. For schools that participated in NAEP, the student sample was 
A-11 

recorded on the NAEP Administration Schedules. For schools that did not participate in NAEP, the field 

worker drew a sample of students at the school. 

In originally nonparticipating NAEP schools, notification to the schools stated that the intent 

was to select a sample of up to 50 students and to provide the same confidentiality safeguards with these 

samples as with all NAEP students. That is, student names would be removed from any papers that left 

the school. Field workers also emphasized that a school’s participation in the HSTS would not involve 

any student time. 

Transcripts were requested for all students who were assessed, for sampled students who 

were absent during assessment, and for the SD/LEP students who were sampled but excluded by the 

school from participating in the NAEP assessment. 

Data Processing 

A system was developed to handle all of the needs and requirements for entering, editing, 

and reviewing the transcript data. Components of the system included the Computer Assisted Data Entry 

(CADE) system and the Computer Assisted Coding and Editing (CACE) system. The system integrates 

all of the data entry activities allowing for concurrent users to process and review the data. 

CADE System Component for Entering Transcript Data. The CADE system allowed for 

entering student-level information (date of birth, date of graduation, type of diploma, etc.), data on any 

honors received, scores on standardized tests, and course data from the transcripts. Course data included 

course title, grade, credits received, year taken, and a number of “flags” or special features. 

The CADE system checked each entry to verify that it was within an allowed range and 

flagged the clerk when a problem occurred. Clerks entered data exactly as it appeared on the transcript, 

using the Transcript Format Checklist as a guide to look for specific needed information on transcripts 

from a given school. The checklist included students’ birth date, race/ethnicity and gender, SD/LEP 

status, graduation date, type of diploma awarded, details about an individual course, total number of 

credits received, and whether abbreviations or codes were used on the transcript. 

All transcript data were 100 percent verified in the CADE system by a staff member other 

than the one who initially entered the data. The verification portion of the CADE system is essentially a 

“re-do and match” process where data are re-entered (blind to the first entry), and the computer stops 
A-12 

when a nonmatch between the original data and the current data is encountered. Verifiers can then either 

accept the original entry or override it with the verified entry. 

All fields were rekeyed except the course name field, test name field, and honors name field. 

These three fields were displayed and reviewed by verifiers but were not key verified. As the three 

“name” fields were not used for any automated analyses and required the greatest number of key strokes 

to enter, it was felt that the most cost-effective use of resources was to perform a visual verification rather 

than a rekeying. In addition, allowing the verifier to see the name of the course, test, or honors being 

entered greatly simplified the task of ensuring that the verifier entered data in the same sequence as the 

original keyer. 

CACE System for Coding and Editing Course Catalog. The Computer Aided Coding and 

Editing (CACE) System is an ACCESS-database system specifically created for coding high school 

catalogs. It consists of two major components: (1) a component for selecting and entering the most 

appropriate Classification of Secondary School Courses (CSSC) code and “flags” for each course in a 

catalog, and (2) a component for matching each entry on a transcript with an entry in the corresponding 

school’s list of course offerings. The system also provided for data selection and entry, maintained file 

consistency, and produced output files suitable for further analysis and manipulation. CACE’s user 

interface was designed to reduce the likelihood of coding errors by encouraging selection from a list 

rather than key entry of data items. 

Classification of Secondary School Courses. High school courses across the country vary 

by content and level, even when the course title is similar. To compare transcripts from different schools 

and ensure that each course is uniquely identified, a common course coding system, the HSTS employed 

the Classification of Secondary School Courses (CSSC). The CSSC is a modification of the Classification 

of Instructional Programs (CIP) that is used for classifying college courses. Each course that appears on a 

student transcript is assigned a unique six-digit code based on the course content and level. Course 

catalogs and other materials from the participating schools are used to determine the content and level of 

courses at each school. The system is adaptable so that new or revised courses are easily incorporated. 

The use of the CSSC provides for the standardization of analysis across years for the NAEP HSTS 

studies. 

The high school curriculum may change each year or every few years. New courses are 

added, old courses are taken out of the curriculum, and some courses are combined with others to produce 

new courses. For every HSTS, the need arises to examine the list of CSSC codes and decide whether all 

the courses that were offered in that particular year have a matching CSSC code that can adequately 
A-13 

describe it. The CSSC was first developed in 1982 and has been updated with each NAEP HSTS study. In 

1989, the CSSC was modified significantly to reflect the changes found in the breadth and types of 

courses taken by students in the 1987 HSTS. Most of the changes were the addition of special education 

courses. In 1994, 12 new CSSC codes were added to the list. In 1998, the computer science curriculum 

changed dramatically. New courses such as Web Design, Java Programming, and C++ Programming 

were added, courses that did not exist previously. Additionally, many courses that were labeled as honor 

courses in the past were reclassified as AP courses. Many IB (International Baccalaureate) courses were 

added as well. In all, a total of 83 new or revised codes were added to the CSSC in 1998. In 2000, two 

new or revised CSSC codes were added to the classification system, one in science and one in computerrelated studies. 

 

The CSSC code list now contains more than 2200 codes and descriptions of courses offered 

by high schools nationwide. With this many codes, it is generally impractical to do analysis based upon 

individual codes. The HSTS 1987 developed a taxonomy used for its tabulations, with an emphasis on 

strictly limiting the content of “academic” courses to academic courses. This taxonomy used the 

Secondary School Taxonomy (SST) as its basis. The taxonomy divides high school coursework into three 

distinct curricula: Academic, Vocational, and Personal Enrichment/Other. Academic curricula include six 

course subjects: Mathematics, Science, English, Social Studies, Fine Arts, and Foreign Languages. 

Vocational curricula include three course subjects: Consumer and Homemaking Education, General 

Labor Market Preparation, and Specific Labor Market Preparation. Personal Enrichment/Other curricula 

include five course subjects: General Skills, Personal Health and Physical Education, Religion, Military 

Science, and All Other Courses. Over time, the HSTS added two additional course subjects to this 

taxonomy: Computer-related Studies (under Academic) and Special Education (under Personal 

Enrichment/Other). 

The HSTS school course taxonomy was applied to data from the 1982 High School and 

Beyond (HS&B) First Follow-up Study and the HSTS 1987 data. Both of these data sets were coded 

using the CSSC. The HSTS 1990 used a slightly expanded version of the same taxonomy in its reports. A 

major revision on the SST was made for the HSTS 1994, and there have been minor revisions since then. 

Changes over time in the design of the SST are applied to all previous HSTS in order to maintain valid 

comparisons over time. 

Standardizing Credits and Grades. Since credit and grade information reported on 

transcripts varied considerably among schools, districts, and states, it was necessary to standardize this 

information so that valid student- and school-level comparisons could be made. Standardized credit 

information was based on the Carnegie Unit, which was defined as the number of credits a student 
A-14 

received for a course taken every day, one period per day, or for a full school year. The factor for 

converting credits reported on the transcript to the standard Carnegie Unit was verified by the curriculum 

specialist and then key entered for each school by data entry personnel. 

Grade information on transcripts varied even more widely than credit information. Grades 

were reported as letters, numbers, or other symbols on a variety of scales. Coders provided standardized 

information for each school. Information was then key-entered for each school by data entry personnel. 

Numeric grades were converted to standardized grades as shown in table A-2, unless the school 

documents specified other letter grade equivalents for numeric grades. 

Table A-2. Numeric grade conversion 

Numeric grade Standard grade Grade points

90-100.............................................................................................................. A 4.0

80-89................................................................................................................ B 3.0

70-79................................................................................................................ C 2.0

60-69................................................................................................................ D 1.0

Less than 60..................................................................................................... F 0.0

NOTE: There were no additional grade points assigned for Advanced Placement, International Baccalaureate, and other honors classes. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, The 2000 High School 

Transcript Study User’s Guide and Technical Report. 

Target Population. The target population for which this study makes inferences includes 

only high school graduates with a standard or honors diploma, at least 16 Carnegie units, and a positive 

number of Carnegie units in English. Of the 20,504 HSTS 2000 graduates who graduated with a standard 

or honors diploma, 232 graduates (1.1 percent) had transcripts with less than 16 Carnegie units and/or 

zero Carnegie units of English courses. 

The exclusion criteria used to create the target population does not allow graduates who earn 

a special education diploma. Of the 1,832 students with disabilities (SD) and limited English proficiency 

(LEP) students that participated in the HSTS 2000 study, 1275 students, or 69.6 percent, earned a 

standard or honors diploma. 

NAEP Assessment Scores 

The High School Transcript Study (HSTS) focuses on high school graduates’ coursetaking 

patterns, which include what courses they took in different subject fields and the grades they received for 

those courses. It does not, however, independently assess graduates’ knowledge within the different 
A-15 

subject fields. The National Assessment of Educational Progress (NAEP), also known as the Nation’s 

Report Card, measures educational achievement in various subject areas taught within the nation’s 

schools through ongoing and periodic assessments. Both the HSTS and NAEP education studies work in 

association with each other. The initial HSTS sample of schools comes from the sample of schools 

selected for the NAEP 12th grade assessment. By its design, then, the HSTS results can link with the 

NAEP assessment results. This link allows a comparison of student coursetaking patterns with their 

educational achievement in select course subjects, as measured by NAEP. 

The irregular frequency of the HSTS transcript studies prevents the comparisons of HSTS 

data with the NAEP national main mathematics and science assessments from previous years. The NAEP 

national main assessments associated with HSTS 1994 and HSTS 1998 covered neither mathematics nor 

science. A NAEP national main mathematics assessment occurred in 1990, but the design of HSTS 1990 

linked HSTS with NAEP data at the school level, not at the student level. NCES also provides NAEP 

long-term trend assessments in mathematics and science as measures of educational progress over time. 

The HSTS works in association with the NAEP main assessments, however, and results from the main 

assessments and trend assessments are not comparable. More information about the NAEP long-term 

trend assessments can be found in NAEP 1999 Trends in Academic Progress: Three Decades of Student 

Performance (U.S. Department of Education 2000). For this report, the term “assessment scores” refers to 

scores from the NAEP national main assessments. 

NAEP assessment results provide information about what students know within a given 

subject. NAEP achievement levels provide information about what the students should know. The NAEP 

achievement levels measure how well students’ actual achievement matches the desired levels of 

achievement established by the National Assessment Governing Board (NAGB). There are three 

achievement levels for each subject and grade assessed by NAEP: Basic, Proficient, and Advanced. Their 

definitions follow: 

 Basic: A partial mastery of prerequisite knowledge and skills that are fundamental for 

proficient work; 

 Proficient: A demonstrated competency of challenging subject matter, including 

subject-matter knowledge, application of such knowledge to real-world situations, and 

analytical skills appropriate to the subject matter; and 

 Advanced: Superior academic performance within the subject matter. 

As provided by law, the achievement levels are to be used on a trial basis and should be interpreted and 

used with caution. 
A-16 

Each NAEP assessment uses a unique scale developed from item response theory (IRT). IRT 

is a set of statistical procedures that summarizes student performance across a collection of test exercises 

that require similar knowledge and skills. For the NAEP 12th-grade mathematics assessment, the scale 

ranges from a minimum of 0 to a maximum of 500. An assessment score of 288 indicates the student has 

a basic grasp of mathematical skills. A score of 336 indicates proficient mathematical knowledge, while a 

score of 367 indicates advanced mathematical knowledge. For the NAEP 12th-grade science assessment, 

the scale ranges from a minimum of 0 to a maximum of 300. An assessment score of 146 indicates the 

student has a basic grasp of scientific skills. A score of 178 indicates proficient scientific knowledge, 

while a score of 210 indicates advanced scientific knowledge. 

The NAEP assessment results presented in this report reflect the findings from those HSTS 

2000 students that met the criteria for analyses. These criteria included a standard or honors diploma, at 

least 16 earned course credits, and a positive number of earned English course credits. These results do 

not reflect the NAEP sample as a whole. 

Weighting and Variance Estimation 

The HSTS 2000 used a complex multistage sample design involving the sampling of certain 

subpopulations (SD/LEP, Black, and Hispanic students) at higher rates. Various estimation techniques 

(such as nonresponse and poststratification) were also employed to improve precision. To account for the 

differential sampling and the various weighting adjustments, each student was assigned a sampling 

weight for each population of analysis. Sampling weights are needed to make valid inferences from the 

student sample to the respective populations from which they were drawn. 

Sampling weights are factors assigned to each transcript that are used in any aggregations of 

transcript characteristics. Heuristically, these weights can be seen as being the number of students in the 

population that the sampled transcript “represents.” A transcript with a sampling weight of 100 represents 

1 sampled student and 99 other nonsampled (or sampled but nonresponding) students in the population. A 

transcript with a sampling weight of 1 represents only the sampled student. 

Two types of HSTS weights, HSTS sample weights and NAEP-linked weights, are needed 

for these data. HSTS sample weights are designed for any aggregations, including all of the transcripts in 

the study, whether or not they correspond to assessed NAEP students. NAEP-linked weights are designed 

for any aggregations that only include transcripts from students who were in a particular NAEP 

assessment. 
A-17 

The HSTS Sample Weights 

The HSTS sample weights reflect the probability sampling scheme used to arrive at the 

sample of students for whom transcripts were requested. The HSTS weights were constructed without 

regard to the NAEP participation or nonparticipation status of schools and students. The weights also 

reflect the impact of sample nonresponse at the school and the student level, and make adjustments for 

these groups to decrease the potential bias that might arise through differential nonresponse across 

population subgroups. Finally, improvements to the precision of weighted estimates result from the 

application of poststratification factors to the sample weights. 

The HSTS NAEP-Linked Weights 

The HSTS NAEP-linked weights allow users to analyze the relationship between students’ 

proficiencies, as measured by their NAEP assessment outcomes, and students’ coursetaking in their high 

school careers. Twelfth-grade students in these populations of analyses are those that participated in a 

given NAEP assessment, with a completed transcript, and graduated as determined by the HSTS. Four 

sets of NAEP-linked weights were computed separately, one for each assessment (mathematics and 

science) for each reporting population (accommodated and nonaccommodated).29 Each set of linked 

weights was computed separately using a weighting procedure similar to the HSTS sample weights as 

described above. 

The students in the linked database requires a different set of sampling weights than those in 

the HSTS database alone, as the set of students that qualify for these databases is a subset of the larger 

HSTS set. In particular, the school and student nonresponse adjustments will be larger for the linked 

weights than for the HSTS weights. This is so because a student or school had to participate in both the 

NAEP and the HSTS surveys to qualify as a “respondent” for the linked database. This reduced the 

number of school and student responses, thereby increasing the nonresponse adjustment factors. 

 

29The nonaccommodated reporting population is the traditional NAEP reporting population that reflects the set of administration rules that do not 

provide accommodations to SD/LEP students with special needs. The accommodated reporting population, which became the standard NAEP 

reporting population starting in 2002, reflects the set of administration rules that provide accommodations for certain SD/LEP students. 
A-18 

Variances 

Student estimates based on the HSTS are subject to sampling error because they are derived 

from a sample, rather than the whole population. The variance is a measure of sampling error and, for the 

most part, determines the reliability of an estimate. Sampling variance indicates how much the population 

estimate for a given statistic is likely to change if had been based on another, equivalent, sample of 

individuals drawn in exactly the same manner as the achieved sample. Since the HSTS used a complex 

sample design with multistage sampling and unequal selection probabilities along with complex 

weighting procedures, standard textbook formulas cannot be used for estimating variances. Instead 

variances were estimated using jackknife replication methods. 

As with any replication method, jackknife replication involves constructing a number of 

subsamples (replicates) from the full sample and computing the statistic of interest for each replicate. The 

mean square error of the replicate estimates around the full sample estimate provides an estimate of the 

variances of the statistics. To construct the replicates, 62 stratified subsamples of the full sample were 

created and then dropped one at a time to define 62 jackknife replicates. A computer program 

(WesVar4.0) was used to calculate the estimates of standard errors. WesVar4.0 is a stand-alone Windows 

application that computes sampling errors for a wide variety of statistics (totals, percents, ratios, log-odds 

ratios, general functions of estimates in tables, linear regression parameters, and logistic regression 

parameters). 

Test Statistics 

The test statistics used in the analysis were calculated using the jackknife variances and thus 

appropriately reflected the complex nature of the sample design. Bonferroni adjustments were made to 

control for multiple comparisons where appropriate. For example, for an “experiment-wise” comparison 

involving g pairwise comparisons, each difference was tested at the 0.05/g significance level to control 

for the fact that g differences were simultaneously tested. The Bonferroni adjustment results in a more 

conservative critical value being used when judging statistical significance. This means that a comparison 

that would have been significant with a critical value of 1.96 may not be significant with the more 

conservative critical value. For example, the critical value for comparisons between any two of the four 

categories of region is 2.64, rather than 1.96, which would be used for two categories. This means that 

there must be a larger difference between the estimates when there are multiple pairs of comparisons for 

there to be a statistically significant difference. 
A-19 

Another statistical measure used in the report (chapter 4) was the correlation, which is used 

to describe the relationship between two variables. Positive correlation values imply that as one variable 

increases or decreases, the other variable also increases or decreases. Negative correlation values imply 

that as one variable increases, the other variable decreases, and vice versa. Correlation values range from 

negative one (-1) to one (1), with a zero (0) value implying no relationship between the variables, and the 

values of one implying a perfect linear relationship between the variables. This report uses the Cohen 

effect size scale30 to interpret the statistical power of the correlation values. Within that scale, values of 

0.1 or -0.1 indicate at least a small correlation. Values of 0.3 or -0.3 indicate at least a medium 

correlation, and values of 0.5 or -0.5 indicate a large correlation. 

Description of Previous High School Transcript Studies 

1998 High School Transcript Study. The HSTS 1998 was conducted with a nationally 

representative sample of students and schools, which included 24,904 students graduating in 1998 from 

264 American high schools. In the summer and fall of 1998, Westat collected high school transcripts for 

students who graduated from public and nonpublic high schools that were sampled for the 1998 National 

Assessment of Educational Progress (NAEP). The sample of schools is nationally representative of all 

schools teaching grade 12 in the United States, and the sample of students is representative of graduating 

seniors from each school. While the NAEP sample includes students who were enrolled in the 12th grade 

at the time of the NAEP sampling, the transcript study included only those students whose transcripts 

indicate that they graduated between January 1, 1998 and November 21, 1998, the date the final 

transcripts were collected. Approximately 94 percent of the sampled students in the transcript study come 

from schools that participated in NAEP and retain student ID linking information. The remaining students 

were sampled specifically for the HSTS either because their schools did not agree to participate in the 

NAEP study, or because the schools participated in NAEP but did not retain their administration materials 

linking student identification numbers to student names. 

To be consistent with other published analyses, Westat included only students with regular 

diplomas or honors diplomas and excluded students with special education diplomas, certificates of 

completion, or certificates of attendance. Westat also excluded students whose transcripts showed no 

Carnegie units in English courses or fewer than 16 total Carnegie units. These restrictions reduced the 

number of 1998 graduates represented in the published analyses to 24,206 graduates. 

 

30Cohen, Jacob. Statistical Power Analysis for the Behavioral Sciences, 2nd edition. Hillsdale, NJ: L. Erlbaum Associates, 1988. 
A-20 

1994 High School Transcript Study. Between May and November 1994, Westat collected 

high school transcripts from 25,364 students who graduated from high school in 1994. To be consistent 

with other published analyses, Westat included only students with regular diplomas or honors diplomas 

and excluded students with special education diplomas or certificates of attendance. Westat also excluded 

students whose transcripts showed no Carnegie units in English or fewer than 16 total Carnegie units. 

These restrictions reduced the number of 1994 graduates represented in the published analyses to 25,082 

graduates. These students attended 340 schools that had previously been sampled for NAEP 1994. The 

sample of schools was nationally representative of schools teaching grade 12 (380 schools were selected 

for the sample; one school had no 12th-grade students). The sample of students was representative of 

graduating seniors from each school. Approximately 90 percent of the sampled students had participated 

in NAEP assessments in 1994. The remaining students attended schools that did not participate in NAEP 

or that did not retain the lists linking student names to NAEP identification numbers. 

1990 High School Transcript Study. In the spring of 1991, Westat collected high school 

transcripts from 21,435 students who graduated from high school in 1990. Of these students, 21,145 

students received regular or honors diplomas, earned at least 16 Carnegie units of course credits, and had 

at least some English Carnegie units. They attended 330 schools that had previously been sampled for 

NAEP. The sample of schools was nationally representative of schools teaching grade 12 (379 schools 

were selected for the sample; eight schools had no 12th-grade students). The sample of students was 

representative of graduating seniors from each school. Approximately three-fourths of the sampled 

students had participated in NAEP assessments in 1990. The remaining students attended schools that did 

not participate in NAEP or did not retain the lists linking student names to NAEP IDs. 

Student and School Characteristics 

Table A-3 lists the percentage distribution of high school graduates in the years 1990, 1994, 

1998, and 2000 by various student and school characteristics. These characteristics include gender, 

race/ethnicity, school type (public or nonpublic school), and region of the country. 
A-21 

Table A-3. Percentage distribution of high school graduates, by student and school characteristics: 1990, 

1994, 1998, and 2000 

Percentage of graduates 

Characteristic 1990 graduates 1994 graduates 1998 graduates 2000 graduates

Student gender 

 Male ..................................................................................................... 47.9 48.8 47.1 47.5

 Female.................................................................................................. 52.0 51.0 51.6 52.3

 Not reported......................................................................................... 0.1 0.2 1.3 0.2

Student race/ethnicity 

 White.................................................................................................... 71.5 71.4 69.1 69.0

 Black .................................................................................................... 13.4 11.2 12.5 12.0

 Hispanic ............................................................................................... 7.6 7.4 10.6 11.7

 Asian/Pacific Islander.......................................................................... 3.4 3.6 3.0 4.3

 Native American.................................................................................. 0.5 0.7 0.4 0.7

 Other .................................................................................................... 0.2 0.3 0.1 0.6

 Not reported......................................................................................... 3.4 5.4 4.3 1.7

School type 

 Public ................................................................................................... 90.8 92.0 91.2 91.5

 Nonpublic ............................................................................................ 9.2 8.0 8.8 8.5

Region of the country1

 Northeast.............................................................................................. 21.1 15.6 18.5 17.9

 South .................................................................................................... 33.0 39.2 33.4 35.8

 Midwest ............................................................................................... 26.4 27.8 25.9 25.8

 West ..................................................................................................... 19.5 17.4 22.3 20.5

1 “Region of the country” refers to the Census-defined regions. 

NOTE: Detail may not sum to totals because of rounding. High school graduates defined in this table earned a standard or honors diploma, head 

16 or more Carnegie units, and had more than zero Carnegie units in English. Nonpublic schools include Catholic schools, other religious 

schools, and all other private schools. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 

The 2000 high school graduates included more female graduates (52.3 percent) than male 

graduates (47.5 percent). Among the racial/ethnic subgroups, Whites constituted the majority of the 2000 

graduates (69.0 percent), followed by Blacks (12.0 percent) and Hispanics (11.7 percent). Public school 

graduates (91.5 percent) outnumbered private school graduates (8.5 percent) in 2000. More 2000 high 

school graduates came from the South (35.8 percent) than from any other region in the country. 

The gender, school type, and regional compositions of the 2000 high school graduates 

resembled the respective compositions of high school graduates as measured by the three previous 

transcript studies. With respect to race/ethnicity, however, there has been a percent decrease in White 

students and a percent increase in Hispanic students from 1990 to 2000. The percentage of White high 

school graduates dropped from 71.5 percent in 1990 to 69.0 percent in 2000, while the percentage of 

Hispanic high school graduates rose from 7.6 percent in 1990 to 11.7 percent in 2000. 
A-22 

Definitions of Analysis Variables 

Gender. This information comes from student records received from the school. The HSTS 

defines a student’s gender as “male,” “female,” or “not reported”. 

Race/Ethnicity. This information comes from either student records received from the 

school or student-filled responses to questions on the NAEP 2000 mathematics and science assessment 

questionnaires. The HSTS 2000 defines a student’s race/ethnicity as “White,” “Black,” “Hispanic,” 

“Asian/Pacific Islander,” “Native American,” “Other race,” or “Not reported.” 

School Type. A school classification variable used on the NAEP/HSTS school sampling 

frame. The HSTS classifies schools as either public or nonpublic schools. Public schools include all staterun elementary, secondary, charter, Bureau of Indian Affairs, and Department of Defense schools. 

Nonpublic schools include Catholic schools, other religious schools, and all other private schools. 

Region of the Country. The Census-defined geographic region in which the school is 

located. These four regions of the country are Northeast, South, Midwest, and West. Table A-4 lists the 

states that fall in each region. 

Table A-4. Census region definitions 

Census region States

Northeast Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Rhode Island, and 

Vermont (9 states)

South Alabama, Arkansas, Delaware, District of Columbia, Florida, Georgia, Kentucky, Louisiana, Maryland,

Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia

(16 states plus the District of Columbia)

Midwest Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota,

and Wisconsin (12 states)

West Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oregon, Utah, 

Washington, and Wyoming (13 states)

SOURCE: U.S. Department of Commerce, U.S. Census Bureau, Census 2000 American FactFinder, 

http://www.census.gov/main/www/cen2000.html. 
B-1 

Appendix B 

Analysis Tables 
B-2 

Table B-1. Distribution of high school graduates by student and school characteristics: 1990, 1994, 1998, and 2000 

1990 graduates 1994 graduates 1998 graduates 

Characteristic 

Weighted 

frequency 

Weighted 

percent

Standard 

error

Weighted 

frequency

Weighted 

percent

Standard 

error

Weighted 

frequency

Weighted 

percent

Standard 

error

We

freq

Student gender  Male .................................... 1,320,397 47.9 0.55 1,173,344 48.8 0.72 1,347,879 47.1 0.85 1,40

 Female................................. 1,431,375 52.0 0.55 1,225,418 51.0 0.73 1,476,232 51.6 0.86 1,55

 Not reported........................ 2,488 0.1 0.05 3,988 0.2 0.07 38,038 1.3 0.62 Student race/ethnicity  White................................... 1,970,338 71.5* 0.62 1,715,506 71.4 0.97 1,977,314 69.1 0.87 2,04

 Black ................................... 368,380 13.4 0.34 269,543 11.2 0.27 358,111 12.5 0.26 35

 Hispanic .............................. 208,684 7.6* 0.18 178,202 7.4* 0.47 302,205 10.6 0.31 34

 Asian/Pacific Islander......... 93,505 3.4 0.17 85,485 3.6 0.20 86,317 3.0* 0.19 12

 Native American................. 13,891 0.5 0.17 17,646 0.7 0.22 12,790 0.4 0.11 2 Other ................................... 5,559 0.2 0.05 6,791 0.3 0.07 2,954 0.1 0.03  Not reported........................ 93,903 3.4 0.65 129,576 5.4* 1.11 122,457 4.3 1.05 4

School type  Public .................................. 2,502,151 90.8 1.01 2,211,353 92.0 1.40 2,611,148 91.2 1.22 2,70 Nonpublic ........................... 252,109 9.2 1.01 191,397 8.0 1.40 251,001 8.8 1.22 25

Region of the country1

 Northeast............................. 581,449 21.1 1.36 374,898 15.6 1.42 528,207 18.5 0.87 52

 South ................................... 908,303 33.0 2.83 941,268 39.2 2.33 955,960 33.4 1.28 1,05

 Midwest .............................. 727,294 26.4 0.75 668,128 27.8 0.47 741,057 25.9 0.60 76

 West .................................... 537,213 19.5 2.46 418,456 17.4 1.77 636,925 22.3 1.06 60

*Statistically significant with the corresponding 2000 percentage (p<0.05). 1 “Region of the country” refers to the Census-defined regions. 

NOTE: Detail may not sum to totals because of rounding. High school graduates defined in this table earned a standard or honors diploma, head 16 or more Carneg

Carnegie units in English. Nonpublic schools include Catholic schools, other religious schools, and all other private schools. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000, 1998, 1
B-3 

Table B-2. Distribution of high school graduates’ earned course credits (Carnegie units) by student and 

school characteristics: 1990, 1994, 1998, and 2000 

Earned course credits 

1990 graduates 1994 graduates 1998 graduates 2000 graduates 

Characteristic Mean 

Standard 

error Mean

Standard 

error Mean

Standard 

error Mean

Standard 

error

All graduates ...................... 23.6* 0.12 24.3* 0.14 25.3* 0.17 26.2 0.20

Student gender 

 Male ................................ 23.4* 0.12 24.2* 0.16 25.1* 0.18 26.0 0.21

 Female............................. 23.8* 0.13 24.4* 0.14 25.4* 0.17 26.3 0.21

Student race/ethnicity 

 White............................... 23.7* 0.12 24.5* 0.17 25.3* 0.17 26.3 0.26

 Black ............................... 23.5* 0.24 23.7* 0.13 24.8* 0.25 25.9 0.23

 Hispanic .......................... 24.0* 0.20 24.2* 0.12 25.3 0.25 25.7 0.34

 Asian/Pacific Islander..... 24.2* 0.22 24.8* 0.19 25.5 0.24 26.2 0.32

School type 

 Public .............................. 23.5* 0.13 24.2* 0.14 25.2* 0.16 26.2 0.20

 Nonpublic ....................... 24.7* 0.32 25.9 0.64 26.4 0.61 26.4 0.58

Region of the country1

 Northeast......................... 24.4* 0.20 25.6 0.34 25.6 0.47 26.4 0.34

 South ............................... 23.7* 0.25 24.2* 0.14 26.1 0.27 26.7 0.44

 Midwest .......................... 22.8* 0.20 23.8* 0.41 24.2* 0.30 26.0 0.41

 West ................................ 23.9* 0.19 24.2* 0.21 25.1 0.29 25.3 0.26

*Statistically significant with the corresponding 2000 mean (p<0.05). 

1 “Region of the country” refers to the Census-defined regions. 

NOTE: “Course credits” refer to standardized Carnegie units. Nonpublic schools include Catholic schools, other religious schools, and all other 

private schools. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
B-4 

Table B-3. Mean number of credits (Carnegie units) earned in course subjects by high school graduates: 

1990, 1994, 1998, and 2000 

Earned course credits 

1990 graduates 1994 graduates 1998 graduates 2000 graduates 

Course subject Mean 

Standard 

error Mean

Standard 

error Mean

Standard 

error Mean

Standard 

error

Mathematics ....................... 3.2* 0.03 3.4* 0.02 3.5* 0.03 3.7 0.03

Science................................ 2.8* 0.03 3.1* 0.03 3.1 0.03 3.2 0.04

English................................ 4.1* 0.03 4.2 0.03 4.1 0.04 4.3 0.04

Social Studies ..................... 3.5* 0.04 3.6* 0.04 3.8 0.04 3.9 0.03

Fine Arts ............................. 1.5* 0.04 1.6* 0.04 1.9 0.08 2.0 0.05

Foreign Languages ............. 1.7* 0.04 1.8* 0.03 2.0 0.04 2.1 0.04

Computer-Related Studies . 0.5* 0.02 0.6* 0.02 0.7 0.03 0.8 0.03

Consumer & Homemaking 

Education............................ 0.5 0.02 0.5 0.03 0.5 0.03 0.5 0.02

General Labor Market 

Preparation.......................... 0.8* 0.02 0.7 0.02 0.6 0.03 0.7 0.03

Specific Labor Market 

Preparation.......................... 2.6 0.06 2.5 0.06 2.6 0.07 2.7 0.11

General Skills..................... 0.3* 0.03 0.3* 0.02 0.5 0.03 0.5 0.03

Personal Health & Physical 

Education............................ 2.3 0.06 2.2 0.06 2.3 0.07 2.2 0.06

Religion .............................. 0.2 0.03 0.2 0.05 0.2 0.03 0.3 0.06

Military Science ................. 0.0* 0.01 0.1* 0.01 0.1 0.01 0.1 0.01

Special Education............... 0.2* 0.02 0.2* 0.02 0.3* 0.02 0.4 0.03

All other courses................. 0.0* 0.00 0.0* 0.00 0.0* 0.00 0.2 0.03

*Statistically significant with the 2000 figure (p<0.05). 

NOTE: “Course credits” refer to standardized Carnegie units. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
B-5 

Table B-4. Distribution of high school graduates’ grade point average by student and school 

characteristics: 1990, 1994, 1998, and 2000 

Grade point average 

1990 graduates 1994 graduates 1998 graduates 2000 graduates 

Characteristic Mean 

Standard 

error Mean

Standard 

error Mean

Standard 

error Mean

Standard 

error

All graduates ...................... 2.68* 0.012 2.79* 0.013 2.90 0.018 2.94 0.013

Student gender 

 Male ................................ 2.59* 0.015 2.68* 0.014 2.79 0.019 2.83 0.016

 Female............................. 2.77* 0.012 2.90* 0.014 3.00 0.019 3.05 0.014

Student race/ethnicity 

 White............................... 2.73* 0.013 2.84* 0.014 2.97 0.019 3.01 0.015

 Black ............................... 2.43* 0.020 2.47* 0.023 2.60 0.031 2.63 0.014

 Hispanic .......................... 2.60* 0.023 2.70 0.042 2.75 0.043 2.80 0.042

 Asian/Pacific Islander..... 2.88* 0.083 3.01* 0.056 3.06 0.061 3.20 0.031

School type 

 Public .............................. 2.68* 0.012 2.79* 0.013 2.88 0.018 2.92 0.015

 Nonpublic ....................... 2.74* 0.035 2.80* 0.062 3.08 0.066 3.16 0.039

Region of the country1

 Northeast......................... 2.64* 0.037 2.66 0.043 2.74 0.044 2.81 0.051

 South ............................... 2.69* 0.027 2.80* 0.025 2.93 0.032 2.96 0.020

 Midwest .......................... 2.64* 0.017 2.78* 0.021 2.91 0.034 2.97 0.023

 West ................................ 2.77* 0.027 2.90* 0.020 2.97 0.035 2.99 0.022

*Statistically significant with the corresponding 2000 mean (p<0.05). 

1 “Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
B-6 

Table B-5. Mean grade point average of high school graduates by course subject: 1990, 1994, 1998, and 

2000 

Grade point average 

1990 graduates 1994 graduates 1998 graduates 2000 graduates 

Course subject Mean 

Standard 

error Mean

Standard 

error Mean

Standard 

error Mean

Standard 

error

Mathematics ....................... 2.34* 0.014 2.44* 0.014 2.56 0.022 2.60 0.014

Science................................ 2.39* 0.017 2.50* 0.016 2.62 0.021 2.67 0.016

English................................ 2.52* 0.013 2.63* 0.015 2.74 0.021 2.77 0.017

Social Studies ..................... 2.56* 0.013 2.67* 0.018 2.79 0.021 2.83 0.019

Fine Arts ............................. 3.13* 0.017 3.28* 0.017 3.35 0.022 3.38 0.017

Foreign Languages ............. 2.58* 0.020 2.67* 0.016 2.78 0.021 2.82 0.018

Computer-Related Studies . 2.81* 0.020 2.95* 0.019 3.08 0.030 3.17 0.020

Consumer & Homemaking 

Education............................ 2.77* 0.020 2.97* 0.027 3.07 0.034 3.10 0.023

General Labor Market 

Preparation.......................... 2.73* 0.017 2.84* 0.020 3.01* 0.025 3.13 0.027

Specific Labor Market 

Preparation.......................... 2.86* 0.014 3.02* 0.016 3.15 0.017 3.20 0.018

General Skills..................... 3.38 0.037 3.38 0.043 3.47 0.032 3.44 0.032

Personal Health & Physical 

Education............................ 3.11* 0.016 3.21* 0.021 3.27 0.027 3.34 0.015

Religion .............................. 2.89* 0.043 2.94* 0.100 3.14* 0.055 3.33 0.043

Military Science ................. 2.79 0.068 2.97 0.052 2.98 0.055 3.03 0.075

Special Education............... 2.63* 0.046 2.74* 0.050 2.92 0.043 2.97 0.056

All other courses................. 2.97 0.127 3.02 0.086 3.10 0.148 3.22 0.064

*Statistically significant with the corresponding 2000 mean (p<0.05). 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
B-7

Table B-6. Mean NAEP mathematics proficiency estimates of HSTS high school graduates by student and school charact

Mean NAEP mathematics assessment score (standard error) 

AP or IB mathematics 

credits earned? Highest mathematics course level taken Last grade m

Characteristic 

All 

graduates No Yes

Below 

Algebra I Algebra I Geometry Algebra II Calculus Grade 9 Gr

All graduates .......................... 301 297 345 260 269 285 304 342 ‡ 

(1.1) (1.1) (1.7) (3.5) (2.3) (2.8) (1.1) (2.1) (‡) 

Student gender

 Male .................................... 303 297 349 261 271 285 306 345 ‡ 

(1.5) (1.4) (2.2) (3.2) (2.7) (3.1) (1.5) (2.8) (‡) 

 Female................................. 300 296 341 257 267 285 302 339 ‡ 

(1.1) (1.2) (2.2) (5.2) (2.7) (2.8) (1.2) (2.0) (‡) 

Student race/ethnicity

 White................................... 308 303 347 263 273 292 310 345 ‡ 

(1.2) (1.2) (1.8) (4.5) (2.6) (3.3) (1.1) (1.9) (‡) 

 Black ................................... 275 273 325 250 255 268 278 323 ‡ 

(2.2) (2.1) (5.8) (4.0) (5.5) (4.0) (2.7) (4.6) (‡) 

 Hispanic .............................. 284 282 332 250 261 276 291 320 ‡ 

(2.3) (2.1) (4.6) (4.7) (4.4) (3.3) (1.6) (8.3) (‡) 

 Asian/Pacific Islander......... 323 313 347 ‡ ‡ ‡ 317 346 ‡ 

(3.5) (6.2) (3.0) (‡) (‡) (‡) (6.0) (2.7) (‡) 

School type 

 Public .................................. 300 295 345 259 268 283 303 343 ‡ 

(1.2) (1.2) (1.9) (3.6) (2.2) (3.0) (1.1) (1.8) (‡) 

 Nonpublic ........................... 318 314 348 ‡ ‡ 306 315 337 ‡ 

(3.0) (2.7) (3.6) (‡) (‡) (2.9) (2.6) (10.9) (‡) 

Region of the country1

 Northeast............................. 303 298 348 263 274 296 304 344 ‡ 

(3.5) (3.2) (4.2) (7.7) (6.3) (6.7) (2.8) (3.7) (‡) 

 South ................................... 297 291 342 250 261 272 296 341 ‡ 

(1.8) (1.6) (3.0) (3.5) (2.9) (3.5) (1.7) (2.8) (‡) 

 Midwest .............................. 307 303 350 261 272 288 310 345 ‡ 

(1.8) (1.9) (3.6) (4.9) (4.2) (3.5) (1.6) (2.9) (‡) 

 West .................................... 301 297 344 264 269 283 311 337 ‡ 

(2.9) (3.0) (3.0) (7.7) (4.2) (2.7) (2.3) (8.2) (‡) 

‡ Did not meet reporting standards. 1”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB mathematics courses include courses in precalculus, cal

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000. 
B-8

Table B-7. Mean NAEP science proficiency estimates of HSTS high school graduates by student and school characteristi

Mean NAEP science assessment score (standard error) 

AP or IB science credits 

earned? Highest science course level taken Last grade s

Characteristic All graduates No Yes

Below 

Biology Biology Chemistry Physics Grade 9 Grad

All graduates .......................... 147 144 179 113 126 148 164 109 

(1.0) (0.9) (2.1) (4.4) (1.3) (1.1) (1.2) (6.6) (

Student gender

 Male .................................... 149 145 182 114 128 149 167 106 

(1.2) (1.2) (2.9) (5.1) (1.7) (1.3) (1.5) (9.2) (

 Female................................. 146 143 176 112 124 147 162 ‡ 

(1.1) (1.0) (2.0) (7.3) (1.5) (1.4) (1.5) (‡) (

Student race/ethnicity

 White................................... 153 151 183 115 131 154 170 109 

(1.1) (1.1) (1.9) (5.6) (1.6) (1.1) (1.2) (7.0) (

 Black ................................... 123 121 156 105 107 124 135 ‡ 

(1.6) (1.6) (5.2) (6.4) (2.6) (2.1) (2.5) (‡) (

 Hispanic .............................. 130 127 158 107 115 134 147 ‡ 

(2.0) (1.8) (6.4) (5.0) (3.0) (2.3) (3.3) (‡) (

 Asian/Pacific Islander......... 158 144 184 ‡ 130 145 171 — 

(2.9) (2.9) (2.8) (‡) (4.2) (5.0) (2.8) (—) 

School type 

 Public .................................. 146 143 178 113 125 146 164 109 

(1.1) (1.0) (2.3) (4.4) (1.3) (1.1) (1.4) (6.6) (

 Nonpublic ........................... 163 160 188 — 139 160 171 ‡ 

(1.9) (1.8) (2.5) (—) (6.1) (2.5) (1.9) (‡) 

Region of the country1

 Northeast............................. 151 147 186 ‡ 125 147 167 ‡ 

(2.9) (3.0) (4.1) (‡) (3.8) (2.8) (2.8) (‡) (

 South ................................... 143 139 173 110 121 142 159 ‡ 

(1.4) (1.3) (3.8) (9.4) (1.5) (2.0) (2.0) (‡) (

 Midwest .............................. 151 149 183 113 133 153 169 ‡ 

(1.3) (1.1) (4.5) (8.3) (2.1) (1.8) (1.9) (‡) (

 West .................................... 147 143 180 113 125 152 167 ‡ 

(2.9) (2.9) (4.0) (7.6) (3.8) (2.5) (2.7) (‡) (

— Not available. ‡ Did not meet reporting standards. 1”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB science courses include courses in biology, chemi

science. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000. 
B-9 

Table B-8. Correlation of NAEP mathematics proficiency estimates of HSTS high school graduates 

with mathematics grade point average by student and school characteristics: 2000 

Correlation of NAEP mathematics assessment score to 

mathematics grade point average 

Characteristic Pearson Rho Standard error N

All graduates ................................................................................................... .53 0.015 6031

Student gender 

 Male ............................................................................................................. .54 0.021 2809

 Female.......................................................................................................... .55 0.018 3201

Student race/ethnicity 

 White............................................................................................................ .52 0.018 3570

 Black ............................................................................................................ .42 0.042 1003

 Hispanic ....................................................................................................... .38 0.044 995

 Asian/Pacific Islander.................................................................................. .59 0.040 312

School type 

 Public ........................................................................................................... .52 0.015 5538

 Nonpublic .................................................................................................... .57 0.044 493

Region of the country1

 Northeast...................................................................................................... .56 0.024 919

 South ............................................................................................................ .56 0.019 2883

 Midwest ....................................................................................................... .53 0.035 1012

 West ............................................................................................................. .48 0.042 1217

AP or IB mathematics credits earned? 

 No................................................................................................................. .47 0.020 5469

 Yes ............................................................................................................... .36 0.051 562

Highest mathematics course level taken 

 Below Algebra I........................................................................................... .05 0.099 329

 Algebra I ...................................................................................................... .20 0.063 380

 Geometry ..................................................................................................... .40 0.038 976

 Algebra II..................................................................................................... .44 0.020 3628

 Calculus ....................................................................................................... .38 0.050 718

Last grade mathematics course taken 

 Grade 9......................................................................................................... ‡ ‡ 16

 Grade 10....................................................................................................... .18 0.083 242

 Grade 11....................................................................................................... .39 0.034 1900

 Grade 12....................................................................................................... .57 0.017 3869

‡ Did not meet reporting standards. 

1

 “Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB mathematics courses include 

courses in precalculus, calculus, and statistics. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000. 
B-10 

Table B-9. Correlation of NAEP science proficiency estimates of HSTS high school graduates with 

science grade point average by student and school characteristics: 2000 

Correlation of NAEP science assessment score to science grade 

point average 

Characteristic Pearson Rho Standard error N

All graduates ................................................................................................... .49 0.015 7392

Student gender 

 Male ............................................................................................................. .49 0.022 3402

 Female.......................................................................................................... .52 0.017 3988

Student race/ethnicity 

 White............................................................................................................ .48 0.020 4326

 Black ............................................................................................................ .36 0.046 1253

 Hispanic ....................................................................................................... .36 0.035 1212

 Asian/Pacific Islander.................................................................................. .58 0.038 398

School type 

 Public ........................................................................................................... .48 0.017 6936

 Nonpublic .................................................................................................... .54 0.027 456

Region of the country1

 Northeast...................................................................................................... .49 0.029 1098

 South ............................................................................................................ .51 0.020 3577

 Midwest ....................................................................................................... .51 0.033 1250

 West ............................................................................................................. .50 0.040 1467

AP or IB science credits earned? 

 No................................................................................................................. .45 0.017 6695

 Yes ............................................................................................................... .40 0.047 697

Highest science course level taken 

 Below Biology............................................................................................. .05 0.125 226

 Biology ........................................................................................................ .22 0.040 1833

 Chemistry..................................................................................................... .41 0.022 2844

 Physics ......................................................................................................... .52 0.021 2489

Last grade science course taken 

 Grade 9......................................................................................................... .02 0.116 71

 Grade 10....................................................................................................... .19 0.044 860

 Grade 11....................................................................................................... .42 0.021 2771

 Grade 12....................................................................................................... .52 0.016 3675

1 “Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB science courses include courses 

in biology, chemistry, physics, and environmental science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000. 
C-1 

Appendix C 

Standard Error Tables 
C-2 

Table C-1. Estimates and standard errors for chapter 2 figures 

Item Estimate Standard error

Figure 1. Mean course credits earned by high school graduates: 1990, 1994, 1998, and 2000

1990 ..................................................................................................................................................... 23.6 0.12

1994 ..................................................................................................................................................... 24.3 0.14

1998 ..................................................................................................................................................... 25.3 0.17

2000 ..................................................................................................................................................... 26.2 0.20

Figure 2. Mean course credits earned by high school graduates by core academic subject: 

1990, 1994, 1998, and 2000 

Mathematics 1990 ............................................................................................................................... 3.2 0.03

Science 1990 ....................................................................................................................................... 2.8 0.03

English 1990........................................................................................................................................ 4.1 0.03

Social Studies 1990 ............................................................................................................................. 3.5 0.04

Mathematics 1994 ............................................................................................................................... 3.4 0.02

Science 1994 ....................................................................................................................................... 3.1 0.03

English 1994........................................................................................................................................ 4.2 0.03

Social Studies 1994 ............................................................................................................................. 3.6 0.04

Mathematics 1998 ............................................................................................................................... 3.5 0.03

Science 1998 ....................................................................................................................................... 3.1 0.03

English 1998........................................................................................................................................ 4.1 0.04

Social Studies 1998 ............................................................................................................................. 3.8 0.04

Mathematics 2000 ............................................................................................................................... 3.7 0.03

Science 2000 ....................................................................................................................................... 3.2 0.04

English 2000........................................................................................................................................ 4.3 0.04

Social Studies 2000 ............................................................................................................................. 3.9 0.03

Figure 3. Mean core and non-core course credits earned by high school graduates: 1990, 

1994, 1998, and 2000 

Core 1990 ............................................................................................................................................ 13.7 0.07

Non-Core 1990.................................................................................................................................... 10.0 0.10

Core 1994 ............................................................................................................................................ 14.3 0.07

Non-Core 1994.................................................................................................................................... 10.0 0.11

Core 1998 ............................................................................................................................................ 14.6 0.09

Non-Core 1998.................................................................................................................................... 10.7 0.13

Core 2000 ............................................................................................................................................ 15.0 0.10

Non-Core 2000.................................................................................................................................... 11.1 0.14
C-3 

Table C-1. Estimates and standard errors for chapter 2 figures (continued) 

Item Estimate Standard error

Figure 4. Mean vocational credits, computer-related vocational credits, and noncomputerrelated vocational credits earned by high school graduates: 1990, 1994, 1998, and 

2000 

Computer-related Vocational Credits 1990 ........................................................................................ 0.4 0.02

Noncomputer-related Vocational Credits 1990 .................................................................................. 3.5 0.07

All Vocational Credits 1990 ............................................................................................................... 3.9 0.07

Computer-related Vocational Credits 1994 ........................................................................................ 0.5 0.02

Noncomputer-related Vocational Credits 1994 .................................................................................. 3.2 0.08

All Vocational Credits 1994 ............................................................................................................... 3.7 0.08

Computer-related Vocational Credits 1998 ........................................................................................ 0.7 0.03

Noncomputer-related Vocational Credits 1998 .................................................................................. 3.0 0.09

All Vocational Credits 1998 ............................................................................................................... 3.6 0.09

Computer-related Vocational Credits 2000 ........................................................................................ 0.7 0.03

Noncomputer-related Vocational Credits 2000 .................................................................................. 3.1 0.12

All Vocational Credits 2000 ............................................................................................................... 3.8 0.13

Figure 5. Mean course credits earned by high school graduates by gender: 1990, 1994, 1998, 

and 2000 

Male 1990............................................................................................................................................ 23.4 0.12

Female 1990 ........................................................................................................................................ 23.8 0.13

Male 1994............................................................................................................................................ 24.2 0.16

Female 1994 ........................................................................................................................................ 24.4 0.14

Male 1998............................................................................................................................................ 25.1 0.18

Female 1998 ........................................................................................................................................ 25.4 0.17

Male 2000............................................................................................................................................ 26.0 0.21

Female 2000 ........................................................................................................................................ 26.3 0.21
C-4 

Table C-1. Estimates and standard errors for chapter 2 figures (continued) 

Item Estimate Standard error

Figure 6. Mean core and non-core course credits earned by high school graduates by gender:

1990, 1994, 1998, and 2000 

Male Core 1990................................................................................................................................... 13.7 0.07

Female Core 1990 ............................................................................................................................... 13.7 0.08

Male Non-Core 1990........................................................................................................................... 9.8 0.10

Female Non-Core 1990....................................................................................................................... 10.2 0.10

Male Core 1994................................................................................................................................... 14.2 0.07

Female Core 1994 ............................................................................................................................... 14.4 0.08

Male Non-Core 1994........................................................................................................................... 10.0 0.12

Female Non-Core 1994....................................................................................................................... 10.1 0.11

Male Core 1998................................................................................................................................... 14.4 0.09

Female Core 1998 ............................................................................................................................... 14.7 0.09

Male Non-Core 1998........................................................................................................................... 10.7 0.13

Female Non-Core 1998....................................................................................................................... 10.7 0.14

Male Core 2000................................................................................................................................... 14.8 0.10

Female Core 2000 ............................................................................................................................... 15.2 0.10

Male Non-Core 2000........................................................................................................................... 11.2 0.16

Female Non-Core 2000....................................................................................................................... 11.1 0.14

Figure 7. Mean course credits earned by high school graduates by race/ethnicity: 1990, 

1994, 1998, and 2000 

White 1990 .......................................................................................................................................... 23.7 0.12

Black 1990........................................................................................................................................... 23.5 0.24

Hispanic 1990...................................................................................................................................... 24.0 0.20

Asian/Pacific Islander 1990 ................................................................................................................ 24.2 0.22

White 1994 .......................................................................................................................................... 24.5 0.17

Black 1994........................................................................................................................................... 23.7 0.13

Hispanic 1994...................................................................................................................................... 24.2 0.12

Asian/Pacific Islander 1994 ................................................................................................................ 24.8 0.19

White 1998 .......................................................................................................................................... 25.3 0.17

Black 1998........................................................................................................................................... 24.8 0.25

Hispanic 1998...................................................................................................................................... 25.3 0.25

Asian/Pacific Islander 1998 ................................................................................................................ 25.5 0.24

White 2000 .......................................................................................................................................... 26.3 0.26

Black 2000........................................................................................................................................... 25.9 0.23

Hispanic 2000...................................................................................................................................... 25.7 0.34

Asian/Pacific Islander 2000 ................................................................................................................ 26.2 0.32
C-5 

Table C-1. Estimates and standard errors for chapter 2 figures (continued) 

Item Estimate Standard error

Figure 8. Mean course credits earned by high school graduates by school type: 1990, 1994, 

1998, and 2000 

Public 1990.......................................................................................................................................... 23.5 0.13

Nonpublic 1990................................................................................................................................... 24.7 0.32

Public 1994.......................................................................................................................................... 24.2 0.14

Nonpublic 1994................................................................................................................................... 25.9 0.64

Public 1998.......................................................................................................................................... 25.2 0.16

Nonpublic 1998................................................................................................................................... 26.4 0.61

Public 2000.......................................................................................................................................... 26.2 0.20

Nonpublic 2000................................................................................................................................... 26.4 0.58

Figure 9. Mean course credits earned by high school graduates by region of the country1

: 

1990, 1994, 1998, and 2000 

Northeast 1990 .................................................................................................................................... 24.4 0.20

South 1990........................................................................................................................................... 23.7 0.25

Midwest 1990...................................................................................................................................... 22.8 0.20

West 1990............................................................................................................................................ 23.9 0.19

Northeast 1994 .................................................................................................................................... 25.6 0.34

South 1994........................................................................................................................................... 24.2 0.14

Midwest 1994...................................................................................................................................... 23.8 0.41

West 1994............................................................................................................................................ 24.2 0.21

Northeast 1998 .................................................................................................................................... 25.6 0.47

South 1998........................................................................................................................................... 26.1 0.27

Midwest 1998...................................................................................................................................... 24.2 0.30

West 1998............................................................................................................................................ 25.1 0.29

Northeast 2000 .................................................................................................................................... 26.4 0.34

South 2000........................................................................................................................................... 26.7 0.44

Midwest 2000...................................................................................................................................... 26.0 0.41

West 2000............................................................................................................................................ 25.3 0.26

1

”Region of the country” refers to the Census-defined regions. 

NOTE: “Course credits” refer to standardized Carnegie units. Nonpublic schools include Catholic schools, other religious schools, and all other 

private schools. Core course credits represent course credits earned in mathematics, science, English, and social studies courses. Non-core course 

credits represent course credits earned in all courses not defined as core courses. Computer-related vocational courses are vocational courses 

associated with clerical and data entry, computer applications, and computer science. Noncomputer-related vocational courses include all other 

vocational courses. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
C-6 

Table C-2. Estimates and standard errors for chapter 3 figures 

Item Estimate Standard error

Figure 10. Mean grade point average of high school graduates: 1990, 1994, 1998, and 2000 

1990 ..................................................................................................................................................... 2.68 0.012

1994 ..................................................................................................................................................... 2.79 0.013

1998 ..................................................................................................................................................... 2.90 0.018

2000 ..................................................................................................................................................... 2.94 0.013

Figure 11. Mean overall, core, and non-core grade point averages of high school graduates: 

1990, 1994, 1998, and 2000 

Overall 1990........................................................................................................................................ 2.68 0.012

Core 1990 ............................................................................................................................................ 2.47 0.012

Non-Core 1990.................................................................................................................................... 2.97 0.013

Overall 1994........................................................................................................................................ 2.79 0.013

Core 1994 ............................................................................................................................................ 2.57 0.014

Non-Core 1994.................................................................................................................................... 3.09 0.014

Overall 1998........................................................................................................................................ 2.90 0.018

Core 1998 ............................................................................................................................................ 2.69 0.020

Non-Core 1998.................................................................................................................................... 3.18 0.017

Overall 2000........................................................................................................................................ 2.94 0.013

Core 2000 ............................................................................................................................................ 2.73 0.015

Non-Core 2000.................................................................................................................................... 3.23 0.013

Figure 12. Mean grade point average of high school graduates by grade level: 1990, 1994, 

1998, and 2000 

Grade 9 1990 ....................................................................................................................................... 2.65 0.013

Grade 10 1990 ..................................................................................................................................... 2.62 0.013

Grade 11 1990 ..................................................................................................................................... 2.64 0.013

Grade 12 1990 ..................................................................................................................................... 2.79 0.014

Grade 9 1994 ....................................................................................................................................... 2.75 0.014

Grade 10 1994 ..................................................................................................................................... 2.73 0.014

Grade 11 1994 ..................................................................................................................................... 2.77 0.014

Grade 12 1994 ..................................................................................................................................... 2.90 0.015

Grade 9 1998 ....................................................................................................................................... 2.86 0.020

Grade 10 1998 ..................................................................................................................................... 2.85 0.020

Grade 11 1998 ..................................................................................................................................... 2.87 0.019

Grade 12 1998 ..................................................................................................................................... 3.00 0.016

Grade 9 2000 ....................................................................................................................................... 2.92 0.013

Grade 10 2000 ..................................................................................................................................... 2.89 0.016

Grade 11 2000 ..................................................................................................................................... 2.92 0.015

Grade 12 2000 ..................................................................................................................................... 3.03 0.015
C-7 

Table C-2. Estimates and standard errors for chapter 3 figures (continued) 

Item Estimate Standard error

Figure 13. Mean grade point average of high school graduates by gender: 1990, 1994, 1998, 

and 2000 

Male 1990............................................................................................................................................ 2.59 0.015

Female 1990 ........................................................................................................................................ 2.77 0.012

Male 1994............................................................................................................................................ 2.68 0.014

Female 1994 ........................................................................................................................................ 2.90 0.014

Male 1998............................................................................................................................................ 2.79 0.019

Female 1998 ........................................................................................................................................ 3.00 0.019

Male 2000............................................................................................................................................ 2.83 0.016

Female 2000 ........................................................................................................................................ 3.05 0.014

Figure 14. Mean grade point average of high school graduates by race/ethnicity: 1990, 1994, 

1998, and 2000 

White 1990 .......................................................................................................................................... 2.73 0.013

Black 1990........................................................................................................................................... 2.43 0.020

Hispanic 1990...................................................................................................................................... 2.60 0.023

Asian/Pacific Islander 1990 ................................................................................................................ 2.88 0.083

White 1994 .......................................................................................................................................... 2.84 0.014

Black 1994........................................................................................................................................... 2.47 0.023

Hispanic 1994...................................................................................................................................... 2.70 0.042

Asian/Pacific Islander 1994 ................................................................................................................ 3.01 0.056

White 1998 .......................................................................................................................................... 2.97 0.019

Black 1998........................................................................................................................................... 2.60 0.031

Hispanic 1998...................................................................................................................................... 2.75 0.043

Asian/Pacific Islander 1998 ................................................................................................................ 3.06 0.061

White 2000 .......................................................................................................................................... 3.01 0.015

Black 2000........................................................................................................................................... 2.63 0.014

Hispanic 2000...................................................................................................................................... 2.80 0.042

Asian/Pacific Islander 2000 ................................................................................................................ 3.20 0.031
C-8 

Table C-2. Estimates and standard errors for chapter 3 figures (continued) 

Item Estimate Standard error

Figure 15. Mean grade point average of high school graduates by school type: 1990, 1994, 

1998, and 2000 

Public 1990.......................................................................................................................................... 2.68 0.012

Nonpublic 1990................................................................................................................................... 2.74 0.035

Public 1994.......................................................................................................................................... 2.79 0.013

Nonpublic 1994................................................................................................................................... 2.80 0.062

Public 1998.......................................................................................................................................... 2.88 0.018

Nonpublic 1998................................................................................................................................... 3.08 0.066

Public 2000.......................................................................................................................................... 2.92 0.015

Nonpublic 2000................................................................................................................................... 3.16 0.039

Figure 16. Mean grade point average of high school graduates by gender and school type: 

1990, 1994, 1998, and 2000 

Public Male 1990 ................................................................................................................................ 2.58 0.015

Public Female 1990............................................................................................................................. 2.76 0.013

Nonpublic Male 1990.......................................................................................................................... 2.62 0.040

Nonpublic Female 1990 ...................................................................................................................... 2.86 0.034

Public Male 1994 ................................................................................................................................ 2.69 0.014

Public Female 1994............................................................................................................................. 2.89 0.014

Nonpublic Male 1994.......................................................................................................................... 2.60 0.074

Nonpublic Female 1994 ...................................................................................................................... 2.98 0.065

Public Male 1998 ................................................................................................................................ 2.77 0.018

Public Female 1998............................................................................................................................. 2.98 0.018

Nonpublic Male 1998.......................................................................................................................... 3.00 0.074

Nonpublic Female 1998 ...................................................................................................................... 3.15 0.075

Public Male 2000 ................................................................................................................................ 2.82 0.016

Public Female 2000............................................................................................................................. 3.02 0.015

Nonpublic Male 2000.......................................................................................................................... 2.97 0.060

Nonpublic Female 2000 ...................................................................................................................... 3.26 0.031
C-9 

Table C-2. Estimates and standard errors for chapter 3 figures (continued) 

Item Estimate Standard error

Figure 17. Mean grade point average of high school graduates by region of the country1: 

1990, 1994, 1998, and 2000 

Northeast 1990 .................................................................................................................................... 2.64 0.037

South 1990........................................................................................................................................... 2.69 0.027

Midwest 1990...................................................................................................................................... 2.64 0.017

West 1990............................................................................................................................................ 2.77 0.027

Northeast 1994 .................................................................................................................................... 2.66 0.043

South 1994........................................................................................................................................... 2.80 0.025

Midwest 1994...................................................................................................................................... 2.78 0.021

West 1994............................................................................................................................................ 2.90 0.020

Northeast 1998 .................................................................................................................................... 2.74 0.044

South 1998........................................................................................................................................... 2.93 0.032

Midwest 1998...................................................................................................................................... 2.91 0.034

West 1998............................................................................................................................................ 2.97 0.035

Northeast 2000 .................................................................................................................................... 2.81 0.051

South 2000........................................................................................................................................... 2.96 0.020

Midwest 2000...................................................................................................................................... 2.97 0.023

West 2000............................................................................................................................................ 2.99 0.022

1

”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. Core course credits represent course 

credits earned in mathematics, science, English, and social studies courses. Non-core course credits represent course credits earned in all courses 

not defined as core courses. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
C-10 

Table C-3. Standard error of percentage of high school graduates earning AP and IB mathematics and 

science course credits: 1990, 1994, 1998, and 2000 (chapter 2, table 2) 

Standard error 

Graduates’ AP and IB course status 1990 graduates 1994 graduates 1998 graduates 2000 graduates

AP/IB mathematics, AP/IB science ........................................................ † † 0.34 0.52

AP/IB mathematics, no AP/IB science ................................................... 0.48 0.58 0.68 0.43

No AP/IB mathematics, AP/IB science .................................................. † † 0.60 0.53

No AP/IB mathematics, no AP/IB science ............................................. 0.48 0.58 0.89 0.95

† Not applicable. The HSTS did not collect separate data on AP and IB science courses until the 1998 transcript study. 

NOTE: Detail may not sum to totals because of rounding. “Course credits” refer to standardized Carnegie units. AP/IB mathematics courses 

include courses in precalculus, calculus, and statistics. AP/IB science courses include courses in biology, chemistry, physics, and environmental 

science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
C-11 

Table C-4. Standard error of mean grade point average of high school graduates by course subject: 

1990, 1994, 1998, and 2000 (chapter 3, table 3) 

Standard error 

Subject field 1990 graduates 1994 graduates 1998 graduates 2000 graduates

Mathematics ............................................................................................ 0.014 0.014 0.022 0.014

Science..................................................................................................... 0.017 0.016 0.021 0.016

English..................................................................................................... 0.013 0.015 0.021 0.017

Social Studies .......................................................................................... 0.013 0.018 0.021 0.019

Fine Arts .................................................................................................. 0.017 0.017 0.022 0.017

Foreign Languages .................................................................................. 0.020 0.016 0.021 0.018

Computer-Related Studies ...................................................................... 0.020 0.019 0.030 0.020

Consumer & Homemaking Education.................................................... 0.020 0.027 0.034 0.023

General Labor Market Preparation ......................................................... 0.017 0.020 0.025 0.027

Specific Labor Market Preparation......................................................... 0.014 0.016 0.017 0.018

General Skills.......................................................................................... 0.037 0.043 0.032 0.032

Personal Health & Physical Education ................................................... 0.016 0.021 0.027 0.015

Religion ................................................................................................... 0.043 0.100 0.055 0.043

Military Science ...................................................................................... 0.068 0.052 0.055 0.075

Special Education.................................................................................... 0.046 0.050 0.043 0.056

All other courses...................................................................................... 0.127 0.086 0.148 0.064

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
C-12 

Table C-5. Standard error of mean grade point average of high school graduates by AP and IB course 

status: 1990, 1994, 1998, and 2000 (chapter 3, table 4) 

Mean grade point average 

Graduates’ AP and IB course status 1990 graduates 1994 graduates 1998 graduates 2000 graduates

AP/IB mathematics, AP/IB science ........................................................ † † 0.023 0.021

AP/IB mathematics, no AP/IB science ................................................... 0.023 0.013 0.038 0.025

No AP/IB mathematics, AP/IB science .................................................. † † 0.032 0.026

No AP/IB mathematics, no AP/IB science ............................................. 0.012 0.014 0.017 0.013

† Not applicable. The HSTS did not collect separate data on AP and IB science courses until the 1998 transcript study. 

NOTE: Detail may not sum to totals because of rounding. AP/IB mathematics courses include courses in precalculus, calculus, and statistics. 

AP/IB science courses include courses in biology, chemistry, physics, and environmental science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
C-13

Table C-6. Standard error of mean NAEP mathematics assessment scores for HSTS high school graduates by school and 

2000 (chapter 4, table 7) 

Standard error of mean NAEP mathematics assessment score 

AP or IB mathematics 

credits earned? Highest mathematics course level taken Last grade m

Characteristic 

All 

graduates No Yes

Below 

Algebra I Algebra I Geometry Algebra II Calculus Grade 9 Gr

All graduates .......................... 1.1 1.1 1.7 3.5 2.3 2.8 1.1 2.1 ‡ Student gender  Male .................................... 1.5 1.4 2.2 3.2 2.7 3.1 1.5 2.8 ‡  Female................................. 1.1 1.2 2.2 5.2 2.7 2.8 1.2 2.0 ‡ Student race/ethnicity  White................................... 1.2 1.2 1.8 4.5 2.6 3.3 1.1 1.9 ‡  Black ................................... 2.2 2.1 5.8 4.0 5.5 4.0 2.7 4.6 ‡  Hispanic .............................. 2.3 2.1 4.6 4.7 4.4 3.3 1.6 8.3 ‡  Asian/Pacific Islander......... 3.5 6.2 3.0 ‡ ‡ ‡ 6.0 2.7 ‡ School type  Public .................................. 1.2 1.2 1.9 3.6 2.2 3.0 1.1 1.8 ‡  Nonpublic ........................... 3.0 2.7 3.6 ‡ ‡ 2.9 2.6 10.9 ‡ Region of the country1

 Northeast............................. 3.5 3.2 4.2 7.7 6.3 6.7 2.8 3.7 ‡  South ................................... 1.8 1.6 3.0 3.5 2.9 3.5 1.7 2.8 ‡  Midwest .............................. 1.8 1.9 3.6 4.9 4.2 3.5 1.6 2.9 ‡  West .................................... 2.9 3.0 3.0 7.7 4.2 2.7 2.3 8.2 ‡ 

‡ Did not meet reporting standards. 1”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB mathematics courses include courses in precalculus, cal

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000. 
C-14

Table C-7. Standard error of mean NAEP science assessment scores for HSTS high school graduates by school and stude

(chapter 4, table 8) 

Standard error of mean NAEP science assessment score 

AP or IB science credits 

earned? Highest science course level taken Last grade s

Characteristic All graduates No Yes

Below 

Biology Biology Chemistry Physics Grade 9 Grad

All graduates .......................... 1.0 0.9 2.1 4.4 1.3 1.1 1.2 6.6 Student gender  Male .................................... 1.2 1.2 2.9 5.1 1.7 1.3 1.5 9.2  Female................................. 1.1 1.0 2.0 7.3 1.5 1.4 1.5 ‡ Student race/ethnicity  White................................... 1.1 1.1 1.9 5.6 1.6 1.1 1.2 7.0  Black ................................... 1.6 1.6 5.2 6.4 2.6 2.1 2.5 ‡  Hispanic .............................. 2.0 1.8 6.4 5.0 3.0 2.3 3.3 ‡  Asian/Pacific Islander......... 2.9 2.9 2.8 ‡ 4.2 5.0 2.8 — 

School type  Public .................................. 1.1 1.0 2.3 4.4 1.3 1.1 1.4 6.6  Nonpublic ........................... 1.9 1.8 2.5 — 6.1 2.5 1.9 ‡ 

Region of the country1

 Northeast............................. 2.9 3.0 4.1 ‡ 3.8 2.8 2.8 ‡  South ................................... 1.4 1.3 3.8 9.4 1.5 2.0 2.0 ‡  Midwest .............................. 1.3 1.1 4.5 8.3 2.1 1.8 1.9 ‡  West .................................... 2.9 2.9 4.0 7.6 3.8 2.5 2.7 ‡ 

— Not available. ‡ Did not meet reporting standards. 1”Region of the country” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB science courses include courses in biology, chemi

science. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2000. 
C-15 

Table C-8. Standard error of correlation of NAEP mathematics assessment scores of high school 

graduates with mathematics grade point average by school and student characteristics: 2000 

(chapter 4, table 9) 

Characteristic 

Standard error of correlation of NAEP mathematics 

assessment score with mathematics grade point average

All graduates ..................................................................................................................... 0.015

Student gender 

 Male ............................................................................................................................... 0.021

 Female............................................................................................................................ 0.018

Student race/ethnicity 

 White.............................................................................................................................. 0.018

 Black .............................................................................................................................. 0.042

 Hispanic ......................................................................................................................... 0.044

 Asian/Pacific Islander.................................................................................................... 0.040

School type 

 Public ............................................................................................................................. 0.015

 Nonpublic ...................................................................................................................... 0.044

Region of the country1

 Northeast........................................................................................................................ 0.024

 South .............................................................................................................................. 0.019

 Midwest ......................................................................................................................... 0.035

 West ............................................................................................................................... 0.042

AP or IB mathematics credits earned? 

 No................................................................................................................................... 0.020

 Yes ................................................................................................................................. 0.051

Highest mathematics course level completed 

 Before Algebra I ............................................................................................................ 0.099

 Algebra I ........................................................................................................................ 0.063

 Geometry ....................................................................................................................... 0.038

 Algebra II....................................................................................................................... 0.020

 Calculus ......................................................................................................................... 0.050

Last grade mathematics course taken 

 Grade 9........................................................................................................................... ‡

 Grade 10......................................................................................................................... 0.083

 Grade 11......................................................................................................................... 0.034

 Grade 12......................................................................................................................... 0.017

‡ Did not meet reporting standards. 

1

”Region” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB mathematics courses include 

courses in precalculus, calculus, and statistics. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000. 
C-16 

Table C-9. Standard error of correlation of NAEP science assessment scores of high school graduates 

with science grade point average by school and student characteristics: 2000 (chapter 4, table 

10) 

Characteristic 

Standard error of correlation of NAEP science 

assessment score with science grade point average

All graduates ..................................................................................................................... 0.015

Student gender 

 Male ............................................................................................................................... 0.022

 Female............................................................................................................................ 0.017

Student race/ethnicity 

 White.............................................................................................................................. 0.020

 Black .............................................................................................................................. 0.046

 Hispanic ......................................................................................................................... 0.035

 Asian/Pacific Islander.................................................................................................... 0.038

School type 

 Public ............................................................................................................................. 0.017

 Nonpublic ...................................................................................................................... 0.027

Region of the country1

 Northeast........................................................................................................................ 0.029

 South .............................................................................................................................. 0.020

 Midwest ......................................................................................................................... 0.033

 West ............................................................................................................................... 0.040

AP or IB science credits earned? 

 No................................................................................................................................... 0.017

 Yes ................................................................................................................................. 0.047

Highest science course level completed 

 Before Biology .............................................................................................................. 0.125

 Biology .......................................................................................................................... 0.040

 Chemistry....................................................................................................................... 0.022

 Physics ........................................................................................................................... 0.021

Last grade science course taken 

 Grade 9........................................................................................................................... 0.116

 Grade 10......................................................................................................................... 0.044

 Grade 11......................................................................................................................... 0.021

 Grade 12......................................................................................................................... 0.016

1

”Region” refers to the Census-defined regions. 

NOTE: Nonpublic schools include Catholic schools, other religious schools, and all other private schools. AP/IB science courses include courses 

in biology, chemistry, physics, and environmental science. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000. 
C-17 

Table C-10. Standard error of percentage distribution of 1990, 1994, 1998, and 2000 high school 

graduates by student and school characteristics (appendix A, table A-3) 

Standard error 

Characteristic 1990 graduates 1994 graduates 1998 graduates 2000 graduates

Student gender 

 Male ..................................................................................................... 0.55 0.72 0.85 0.76

 Female.................................................................................................. 0.55 0.73 0.86 0.76

 Not reported......................................................................................... 0.05 0.07 0.62 0.13

Student race/ethnicity 

 White.................................................................................................... 0.62 0.97 0.87 0.71

 Black .................................................................................................... 0.34 0.27 0.26 0.47

 Hispanic ............................................................................................... 0.18 0.47 0.31 0.35

 Asian/Pacific Islander.......................................................................... 0.17 0.20 0.19 0.33

 Native American.................................................................................. 0.17 0.22 0.11 0.13

 Other .................................................................................................... 0.05 0.07 0.03 0.33

 Not reported......................................................................................... 0.65 1.11 1.05 0.71

School type 

 Public ................................................................................................... 1.01 1.40 1.22 1.50

 Nonpublic ............................................................................................ 1.01 1.40 1.22 1.50

Region of the country1

 Northeast.............................................................................................. 1.36 1.42 0.87 0.50

 South .................................................................................................... 2.83 2.33 1.28 1.46

 Midwest ............................................................................................... 0.75 0.47 0.60 0.68

 West ..................................................................................................... 2.46 1.77 1.06 1.19

1 “Region of the country” refers to the Census-defined regions. 

NOTE: High school graduates defined in this table earned a standard or honors diploma, had 16 or more Carnegie units, and had more than zero 

Carnegie units in English. Nonpublic schools include Catholic schools, other religious schools, and all other private schools. 

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study 

(HSTS), 2000, 1998, 1994, 1990. 
C-18 
D-1 

Appendix D 

Glossary 
D-2 
D-3 

2000 HIGH SCHOOL TRANSCRIPT STUDY GLOSSARY 

Accommodations Assessment accommodations are changes in testing 

materials or procedures that enable a student to 

participate in an assessment that allows knowledge and 

skills to be assessed rather than disabilities or limited 

English. 

Advanced level The highest achievement level a student can achieve on a 

NAEP assessment. It denotes a superior performance on 

the assessment, indicating that the student has an 

excellent grasp of the challenging subject matter. 

AP Advanced Placement. The Advanced Placement 

Program is designed to prepare students to take the 

advanced placement examinations given by the 

Educational Testing Service (ETS). Students who pass 

these tests may be given credit and/or be exempted from 

requirements in colleges and universities based on their 

scores. Colleges and universities make their own rules 

regarding what tests to accept and the scores needed for 

credit or exemptions. 

Basic level The lowest-defined achievement level a student can 

achieve on a NAEP assessment. It denotes a partial 

mastery of prerequisite knowledge and skills that are 

fundamental for proficient work in the assessment’s 

subject matter. 

CACE Computer Aided Coding and Editing. The computer 

system used to code and title match the courses collected 

from the transcripts. 

CADE Computer Aided Data Entry. The computer system used 

to enter the data collected from the transcripts into the 

HSTS database. 

Carnegie unit A factor used to standardize all credits indicated on 

transcripts across the study. The Carnegie unit equals a 

class period (45 to 60 minutes) that occurs once per day 

across the entire school year. 

Catalog A document compiled by a school or a district listing all 

available courses that are offered by the school and a 

description of those courses. Curriculum specialists 

reviewed catalogs and used them to determine the 

appropriate CSSC code for each course. 
D-4 

Correlation A measure of the relation between two or more 

variables. Correlation coefficients can range from -1.00 

to +1.00. The value of -1.00 represents a perfect negative 

correlation while a value of +1.00 represents a perfect 

positive correlation. A value of 0.00 represents a lack of 

correlation.

Course Offerings file A HSTS data file, providing a comprehensive list of the 

courses offered in the schools included in the study. A 

CSSC code is associated with each course title. 

CSSC Classification of Secondary School Courses. A coding 

system employed for the purpose of standardizing HSTS 

transcripts. The CSSC is a modification of the 

Classification of Instructional Program (CIP) used for 

classifying college courses and contains 2,268 course 

codes. Each CSSC course code contains six digits. The 

first two digits identify the main program area; the 

second two digits represent a subcategory of courses 

within the main program area, and the final two digits 

define the specific course. For example, for the CSSC 

code 400522, the first two digits (40) define Physical 

Sciences, the middle two digits (05) define the 

Chemistry subcategory, and the final two digits (22) 

define the course Advanced Chemistry. 

Data files The HSTS 2000 has produced a set of 11 data files that 

are available on public-use data sets (with some 

additional information available on a restricted-use 

basis). These include the Master CSSC File, the Course 

Offerings File, the School File, the Student File, the Four 

Subject-Level Linked Weights Files, the Test and 

Honors File, the Transcript File, the SD/LEP File, and 

two additional NAEP assessment files that contain 

proficiency estimates for Mathematics and Science. 

Diploma A document granted by a school indicating the student 

completed all the requirements for graduation. The type 

of diploma is indicated by the Exit Status. 

Eligible student A student who meets the graduation criteria established 

for the High School Transcript Study sample. Eligible 

students graduated from high school with a standard, 

honors, or special education diploma, or they received 

either a certificate of completion or a certificate of 

attendance. Note this term applies only to the HSTS 

sample, not to the sample of HSTS students used in 

generating the results for this report. 
D-5 

ESL/ESOL English as a Second Language. An acronym for courses 

taught to students whose native tongue is not English, 

who require some special assistance with the language 

rather than the material taught. 

Exclusion criteria Criteria adopted to exclude HSTS students who did not 

meet the graduation requirements established for 

analyses found in this report. Students with special 

education diplomas, certificates of attendance, and 

certificates of completion were excluded, as were 

students with zero English credits and students with 

fewer than 16 Carnegie units. 

 

Exit status A code that describes the type of diploma the student 

received. 

Flags Markers used to indicate special features of a course, 

such as its relationship to other courses within a 

sequence, the language of instruction for the course, the 

level of the course (honors, regular, or remedial), 

whether it was a combination course (a multisubject 

course requiring multiple codes such as art 

appreciation/music appreciation), the location where the 

course was taught, and any enrollment restrictions 

(regular or disabled students). 

Frequency The number of times the value(s) of a variable appears 

within a catalog. 

GSF Graduation Standardization Form. A form containing 

school information regarding graduation requirements 

and the Carnegie Unit Factor which allows for a 

standardization of credits throughout the study. 

High School and Beyond A longitudinal study following cohorts of 1980 high 

school students from which the 1982 High School 

Transcript Study sample was drawn. Samples for 

subsequent studies were drawn from the corresponding 

NAEP samples. 

HSTS High School Transcript Study. A periodic study 

developed by NCES that provides the Department of 

Education and other education policymakers with 

information regarding current course offerings and 

students’ coursetaking patterns in the nation’s secondary 

schools. 

IB International Baccalaureate. A nonprofit educational 

foundation program consisting of a comprehensive twoyear international curriculum that allows students to 
D-6 

fulfill the requirements of their national or state 

education systems. 

Imputation Imputation is often used in surveys to compensate for 

item nonresponse and involves replacing a missing value 

with a nonmissing value, typically generated from a 

statistical model. Imputation is used to reduce 

nonresponse bias in survey estimates, simplify analyses, 

and improve the consistency of results across analyses. 

Imputations should also preserve multivariate 

distributions. 

Jackknife method A method of replication used to compute the variance of 

statistics from complex samples. The High School 

Transcript Study used a paired jackknife method. This 

method divides the sample into subsamples by excluding 

one unit at a time from a pair sampled within a stratum. 

Linked Weights files Four HSTS data files that provide weights for use when 

performing analyses relating transcript data to NAEP 

assessment results. 

Master CSSC file An HSTS data file that includes all modifications made 

to the original (1982) CSSC during the 1987, 1990, 

1994, and 1998 transcript studies. This file has separate 

variables for the CSSC code, the disability flag, the 

sequence flag, and the course title. 

NAEP National Assessment of Education Progress. A federally 

funded, ongoing, periodic assessment of educational 

achievement in the various subject areas and disciplines 

taught in the nation’s schools. It was developed by 

NCES. 

NAEP assessment files Two data files that contain proficiency estimates (also 

described as plausible values) for each student who 

participated in the NAEP assessment. The files are the 

2000 NAEP Mathematics Data File and the 2000 NAEP 

Science Data File. These files contain NAEP scores for 

the total number of 2000 graduates who participated in 

both the specific NAEP assessment and the transcript 

study. However, students who did not meet the 

graduation requirements were later excluded from the 

transcript study. Their data are present only in the NAEP 

assessment files and not in the transcript data files. 

NAEP ID The 10-digit NAEP assessment booklet number used as 

an HSTS student ID number for students in schools fully 

linked to the NAEP assessment. 
D-7 

NAEP-linked A reference to students or schools that maintained their 

unique NAEP ID or school ID. 

NCES National Center for Education Statistics. The primary 

federal entity for collecting, analyzing, and reporting 

data related to education in the United States. 

NELS:88 National Education Longitudinal Study of 1988. A major 

longitudinal effort designed to provide trend data about 

critical transitions experienced by students as they leave 

middle school or junior high school, and progress 

through high school and into postsecondary institutions 

or the work force. It started as a nationally representative 

sample survey of 8th-graders in 1988, with follow-up 

surveys in the years 1990, 1992, 1994, and 2000. 

NSLP National School Lunch Program. A program providing 

free or reduced-priced school meals to children from 

households meeting federal income guidelines. 

Percentage A relative measure of how often the value(s) of a 

variable appears within a category as compared to all 

values of that variable. 

Poststratification An estimation method that adjusts the sampling weights 

so that they add to specified population totals 

corresponding to the levels of a particular response 

variable. 

Proficient level An achievement level on the NAEP assessment that 

indicates a solid academic performance. Students 

reaching this level demonstrate competency over 

challenging subject matter, including subject matter 

knowledge, application of such knowledge to real-world 

situations, and analytical skills appropriate to the subject 

matter. 

PSU Primary sampling unit or the first stage in a multistage 

sample. 

Replicate estimate An estimate of the population quantity based on the 

replicate subsample using the same estimation methods 

used to compute the full sample estimate. 

Replicate sample A sample derived by deleting a subsample of the 

originally observed sample where the subsampling 

procedure depends on the replicate method. 

Replicate weight The weight assigned to an observation for a particular 

replicate subsample. 
D-8 

Replicates A term often used to refer to either the replicate sample 

or the replicate estimate, depending on context. 

Replication method A method of drawing a replicate subsample and 

weighting the observations that includes balanced 

repeated replication, jackknife replication, and bootstrap 

replication. 

Response A possible value, or set of possible values, for a catalog 

variable, as defined by the Electronic Codebook (ECB) 

software. For continuous variables, which have an 

infinite set of possible values, a category will list a range 

of values. For discrete variables, which have a finite set 

of possible values, a category most likely will represent 

a single value, but it can also represent a range of values. 

Sampling error The standard deviation of the estimate, used to measure 

the precision of the estimate. 

School file An HSTS data file providing detailed information on the 

schools from which students were sampled. 

School Questionnaire A 54-item survey form that collects information about 

school, teacher, and home factors that might relate to 

student achievement. It was completed by a school 

official (usually the principal) as part of NAEP for the 

NAEP participating schools. 

SD/LEP file An HSTS data file that provides detailed information on 

students with disabilities and/or limited English 

proficiency. 

SD/LEP Questionnaire Formerly known as the Individualized Education 

Plan/Limited English Proficiency (IEP/LEP) 

Questionnaire, this survey form includes information 

collected from school staff about students with 

disabilities and students with limited English 

proficiency. The SD/LEP Questionnaire was completed 

for students sampled for NAEP and identified by the 

school as having a disability and/or limited English 

proficiency. Schools were asked to have the person most 

knowledgeable about a student complete the 

questionnaire. In large schools, this person was typically 

a counselor, a special education teacher, or a teacher of 

English as a Second Language. In smaller schools, this 

person was typically a classroom teacher. 

Secondary School Taxonomy The framework initially used by the High School 

Transcript Study for analyzing transcript data. The 

taxonomy divides high school coursework into three 

distinct curricula: Academic, Vocational, and Personal 
D-9 

Enrichment/Other. Academic curricula include six 

course subjects: Mathematics, Science, English, Social 

Studies, Fine Arts, and Foreign Languages. Vocational 

curricula include three course subjects: Consumer and 

Homemaking Education, General Labor Market 

Preparation, and Specific Labor Market Preparation. 

Personal Enrichment/Other curricula include five course 

subjects: General Skills, Personal Health and Physical 

Education, Religion, Military Science, and All Other 

Courses. The HSTS added two additional course 

subjects: Computer-related Studies (under Academic) 

and Special Education (under Personal 

Enrichment/Other). 

SIF The School Information Form. The SIF was completed 

by the field worker or a school staff member or 

sometimes by both. The completed SIF contained 

information about the school in general, about sources of 

information within the school (if needed to complete 

HSTS data collection), about the course description 

materials, about graduation requirements and grading 

practices at the school, and about the format of the 

school’s transcripts. 

Stub A CSSC category. With 2,268 codes in the CSSC, it is 

neither practical nor desirable to include estimates of 

each possible code in each of the tables. Instead, it is 

often more useful to analyze the courses in larger groups 

such as English, Social Studies, Mathematics, or 

Science. There are 16 main stubs that represent each 

subject area category represented by the Secondary 

School Taxonomy. As there is also interest in finer 

divisions of these groups (e.g. Biology, Chemistry, and 

Physics within Science), along with combinations of 

core curricula credits, there are 84 additional stubs that 

provide more specific course categories. 

Student file An HSTS data file providing demographic information 

on all students in the study, as well as sampling weights 

and summaries of their coursetaking histories. 

Student ID number A 10-digit ID number used to track students in the 

HSTS. For schools fully linked to NAEP, this number 

matches the NAEP assessment booklet number. For 

students in schools where the link to NAEP was lost and 

for students in schools that did not participate in NAEP, 

this is a unique 10-digit number beginning with 990. 

Student Sampling Information System The data processing procedure used to extract and verify 

data from the School Information Form and the 
D-10 

Transcript Request Form. This process was also used in 

producing student ID control lists. 

Summary Report A High School Transcript Study report providing tables 

summarizing the coursetaking patterns of 2000 high 

school graduates and comparing them to those of their 

counterparts in 1990, 1994, and 1998. The report also 

provides tables describing the relationship of the 

coursetaking patterns of 2000 graduates to their 

proficiencies in mathematics and science as measured by 

the 2000 National Assessment of Educational Progress 

(NAEP 2000). 

Taxonomy The classification of items into larger categories. In the 

High School Transcript Study, the items are specific 

secondary school courses (e.g., composition, first-year 

algebra, Advanced Placement biology, American 

government) that are classified into 16 course subject 

categories, as organized according to the Secondary 

School Taxonomy, based on course content and level. 

Test and Honors file An HSTS data file providing a list of honors and 

standardized test results that were included on the 

transcripts. 

Transcript A student’s secondary school record containing courses 

taken, grades, graduation status, and attendance. In 

addition, it often includes assessments such as PSAT, 

SAT, ACT, and honors. 

Transcript file An HSTS data file providing a complete list of all 

courses appearing on the transcripts of students in the 

study. 

TRF Transcript Request Form. For each school, the field 

worker was given a TRF. In addition to the ID, it 

contained columns for entering graduation status (Exit 

Status) and the student’s gender, birth month and year, 

race/ethnicity, SD status, LEP status, Title 1 services 

receipt, and National School Lunch Program 

participation. The TRF was used in the data entry, 

verification, quality control, and other stages of the 

study. There are two versions of the form, one used for 

schools with a link to NAEP (Version 1) and one for 

non-NAEP participating schools (Version 2). 

User’s Guide and Technical Report A document detailing procedures used to collect and 

summarize the data. It also provides information needed 

to use all publicly released data files produced by the 

study. 
D-11 

Vocational course A school course that provides students with the 

academic and technical knowledge and skills needed for 

further education and/or careers requiring less than a 

bachelor’s degree. At the high school level, vocational 

courses include courses in consumer and homemaking 

education, general labor market preparation, and specific 

labor market preparation.

Weighted frequency The number of times the value(s) of a variable appears 

within a catalog, as defined by the weights assigned to 

the data file records. 

Weighted percentage A relative measure of how often the value(s) of a 

variable appears within a catalog as compared to all 

values of that variable, as defined by the weights 

assigned to the data file records.