1. Results of the 2009 NAEP High School Transcript Study America’s High School Graduates Jack Buckley Commissioner National Center for Education Statistics April 13, 2011 Washington, DC

2. About the High School Transcript Study (HSTS) Nationally representative sample of 2009 high school graduates Coursetaking patterns and grades THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 2 37,700 graduates and their transcripts 740 public and private schools Transcript collection from June 2009 – January 2010 Trends in coursetaking over time (2009, 2005, 2000, 1998, 1994, 1990) Gender and racial/ethnic differences

3. Credits

4. About courses, credits, and GPA HSTS identifies three types of courses: HSTS presents information on: THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 4 Core academic (English, mathematics, science, and social studies) Other academic (Fine arts, foreign languages, and computer-related studies) Other (e.g., vocational education, personal health, and physical education) Average course credits earned (each credit represents 120 hours of classroom instruction) Grade point average (GPA)

5. More credits earned in… Graduates earn more course credits THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 5 Core Academic Credits Other Academic Credits Other Credits * Significantly different (p<.05) from 2009. NOTE: Details may not sum to total because of rounding. Numbers at end of bars represent total credits. Core credits are English, mathematics, science, and social studies. Other academic credits are fine arts, foreign languages, and computer-related studies. Other credits include courses such as vocational education, personal health, and physical education. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990–2009. Core academic Other academic Overall

6. Black White Asian/Pacific Islander Hispanic THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 6 Credits increase for all racial/ethnic groups * Significantly different (p<.05) from 2009. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 1990, 2005, 2009.

7. Other Other academic Overall Core academic All GPAs increase from 1990 to 2009 THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 7 Overall GPAs increased All course types: GPAs increased since 1990 Core and other academic courses: no measureable change in GPAs from 2005 to 2009 * Significantly different (p<.05) from 2009. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009.

8. HSTS: two perspectives on coursetaking THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 8 Curriculum levels  Standard  Midlevel  Rigorous Science, Technology, Engineering, and Mathematics (STEM) coursetaking  STEM advanced mathematics  STEM advanced science and engineering  STEM-related technical

9. Curriculum

10. Curriculum Level English Social Studies MathematicsScience Foreign Language Standard43330 Curriculum levels: course credit requirements THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 10 SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS) Curriculum Level English Social Studies MathematicsScience Foreign Language Standard43330 Midlevel433 including geometry and algebra I or II 3 including at least two of biology, chemistry, and physics 1 Curriculum Level English Social Studies MathematicsScience Foreign Language Standard43330 Midlevel433 including geometry and algebra I or II 3 including at least two of biology, chemistry, and physics 1 Rigorous434 including pre-calculus or higher 3 including biology, chemistry, and physics 3

11. Rigorous Midlevel Standard Below Standard Since 1990, graduates complete higher level curricula THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 11 Below standard: 35 point  Standard: 6 point  Midlevel: 20 point  Rigorous: 8 point  * Significantly different (p<.05) from 2009. NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990–2009. From 1990 to 2009…

12. White-Black curriculum gaps THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 12 * Significantly different (p<.05) from 2009. NOTE: Percent gaps are calculated by subtracting Black from White based on unrounded numbers. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. Black White Black White

13. White-Hispanic curriculum gaps THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 13 * Significantly different (p<.05) from 2009. NOTE: Percent gaps are calculated by subtracting Hispanic from White based on unrounded numbers. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. Hispanic White Hispanic White

14. White-Asian/Pacific Islander curriculum gaps THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 14 * Significantly different (p<.05) from 2009. NOTE: Percent gaps are calculated by subtracting Asian/Pacific Islander from White based on unrounded numbers. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), various years, 1990-2009. Asian/ Pacific Islander White Asian/ Pacific Islander White

15. Science key to attaining a midlevel curriculum THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 15 Among graduates who attained a standard curriculum… 35 percent lacked only science to advance 29 percent lacked more than one requirement, typically science plus another NOTE: Details may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.

16. In 2009… All racial/ethnic groups showed an increase in taking algebra I before high school More graduates taking algebra I before high school THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 16 2005 2009 * Significantly different (p<.05) from 2009. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2005 and 2009.

17. Curriculum levels and NAEP mathematics THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 17 * Significantly different (p<.05) from next highest curriculum level. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.

18. Below Standard Standard Midlevel Rigorous Race/ethnicity and NAEP mathematics THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 18 Completing a rigorous curriculum does not eliminate gaps in NAEP mathematics performance * Significantly different (p<.05) from White graduates. ‡ Reporting standard not met. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.

19. Gender and NAEP mathematics THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 19 Males completing a rigorous curriculum earned higher NAEP mathematics scores than females * Significantly different (p<.05) from males. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. Below Standard Standard Midlevel Rigorous

20. A Closer Look

21. Courses STEM Advanced Mathematics Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus STEM Advanced Science and Engineering Advanced biology, chemistry, advanced environmental/earth science, physics, and engineering Courses STEM Advanced Mathematics Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus Courses STEM Advanced Mathematics Algebra II, other advanced mathematics (e.g., trigonometry, statistics/ probability), pre-calculus, and calculus STEM Advanced Science and Engineering Advanced biology, chemistry, advanced environmental/earth science, physics, and engineering STEM-related Technical Engineering/science technologies, health/science technology, and computer science THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 21 Definition of STEM courses Adapted from Laird, J., Alt, M., and Wu, J. (2009). STEM Coursetaking Among High School Graduates, 1990-2005. Washington, DC: MPR Associates, Inc. Definition was modified for 2009 HSTS to incorporate new CSSC codes.

22. STEM advanced mathematics coursetaking THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 22 In 2009… Overall: females exceed males Algebra II and pre- calculus/analysis: females exceed males Calculus and other advanced mathematics: no gender differences Male Female Significantly different (p<.05) from males. NOTE: “Other advanced mathematics” includes primarily trigonometry, and statistics/probability courses. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.

23. STEM advanced science/engineering coursetaking THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 23 Male Female Significantly different (p<.05) from males. NOTE: “Advanced biology” courses include AP/IB biology, physiology, anatomy, and genetics. “Advanced environmental/earth science” courses include AP/IB environmental science, college preparatory earth science, and various geology courses. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. In 2009… Females earned more credits overall Advanced biology and chemistry: Females exceed males Physics and engineering: Males exceed females

24. STEM-related technical coursetaking THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 24 Male Female Significantly different (p<.05) from males. NOTE: “Engineering/science technologies” courses focus on instrumentation, equipment maintenance, and other technical tasks conducted in engineering and science-related occupations. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. In 2009… Overall: Males exceed females Engineering/science technologies and computer science: Males exceed females Health science/technology courses: Females exceed males

25. In 2009… AP/IB mathematics: Asian/Pacific Islanders exceed other race/ethnic groups AP/IB science: Asian/Pacific Islanders exceed other race/ethnic groups THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 25 Race/ethnicity and AP/IB coursetaking * Significantly different (p<.05) from White graduates. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009. AP/IB Mathematics AP/IB Science

26. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 26 Gender and AP/IB coursetaking AP/IB Mathematics AP/IB Science In 2009… AP/IB mathematics: no gender differences AP/IB science: Females exceed males in coursetaking * Significantly different (p<.05) from males. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, High School Transcript Study (HSTS), 2009.

27. THE NAEP 2009 HIGH SCHOOL TRANSCRIPT STUDY 27 http://nationsreportcard.gov For more information