Showing papers in "National Center for Education Statistics in 2010"

Eighth-Grade Algebra: Findings from the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Statistics in Brief. NCES 2010-016.

Abstract: Introduction .......................... 1 Focus of This Statistics in Brief ............................. 2 The ECLS-K Cohort .............. 2 Mathematics Course Enrollment ....................... 3 Eighth-Grade Algebra Enrollment in the Schools .......... 3 Fifth-Grade Mathematics Performance and Enjoyment of Mathematics ....... 6 Eighth-Grade Mathematics Performance ..................... 6 Enjoyment of Mathematics and Educational Expectations in the Eighth Grade . 9 Summary ............................. 10 Methodology and Technical Notes.............. 11 Glossary: Constructs and Variables Used in the Analysis ......................... 13 References ........................... 15 Appendix A. Standard Error Tables ................... 17

Tracking Students to 200 Percent of Normal Time: Effect on Institutional Graduation Rates. Issue Brief. NCES 2011-221.

Abstract: This report was prepared for the National Center for Education Statistics under Contract No. ED-07-CO-0104 with MPR Associates, Inc. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. This Issue Brief was authored by Laura Horn of MPR Associates, Inc. For questions about content, ordering additional copies of this Issue Brief, or to view this report online, go to: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=201122

Science Achievement and Occupational Career/Technical Education Coursetaking in High School: The Class of 2005. Statistics in Brief. NCES 2010-021.

Abstract: Introduction Since 1990, federal legislation has encouraged states and local programs to improve the academic achievement of students who participate in career/technical education (CTE).1 This focus on academics is intended, in part, to provide high school students with rigorous content needed to prepare for further education and careers in current or emerging professions (2006 Perkins Act, Section 3(5)(A)(i)). Since enactment of this federal mandate to improve the academic achievement of CTE participants, related research has focused on tracking trends in the academic performance of CTE participants and analyzing the “value added” of CTE participation to academic achievement (Silverberg et al. 2004). Researchers have measured academic performance in two main ways, analyzing trends in both the academic coursetaking and tested achievement of CTE participants. These analyses have shown that, since 1990 and earlier, both the amount and rigor of CTE participants’ academic coursetaking have increased and the percentage of public high school graduates combining rigorous academic coursework with concentrated CTE coursework has also increased (Tuma and Burns 1996; Levesque et al. 2000; Levesque 2003b; Silverberg et al. 2004; Levesque et al. 2008). Other analyses have shown that the academic achievement of CTE participants as measured by standardized tests has increased over time, particularly in reading and math (Silverberg et al. 2004). Moreover, these studies have shown that gaps in academic coursetaking and achievement between CTE participants and their non-participating classmates have narrowed.

Postsecondary Expectations and Plans for the High School Senior Class of 2003-04. Issue Tables. NCES 2010-170rev.

Abstract: Increasing numbers of students expect to attend college after high school (U.S. Department of Education 2006). This set of Issue Tables, the second in a series examining students’ preparation for college,1 draws on data from the Education Longitudinal Study of 2002 (ELS:02) to highlight postsecondary expectations and plans among the senior class of 2003−04. The following provides a summary of this set of Issue Tables:

Profile of Undergraduate Students: Trends from Selected Years, 1995-96 to 2007-08. Web Tables. NCES 2010-220.

Abstract: This report was prepared for the National Center for Education Statistics under Contract No. ED-CO-0033 with MPR Associates, Inc. Mention of trade names, commercial products, or organizations does not imply endorsement by the U.S. Government. These Web Tables were authored by Sandra Staklis and Xianglei Chen of MPR Associates, Inc. The NCES Project Officer was Tracy Hunt-White. For questions about content or to view this report online, go to http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010220. From 1995–96 to 2007–08, the number of students enrolled in undergraduate education in the United States grew from about 16.7 million to 21 million (Horn and Berktold 1998; Wei et al. 2009). These Web Tables provide information on undergraduates during the 1995–96, 1999–2000, 2003–04, and 2007–08 academic years. Estimates are presented for all undergraduates and for undergraduates who attended public 2and 4-year, private nonprofit, and for-profit institutions by student and enrollment characteristics, hours worked while enrolled, and community service activities. The tables are grouped into three sections.