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Achievement and Course Taking From the High School Transcript Study: Engagement, Charter Schools, and the Socioeconomic Status Measure in NAEP
Sun, April 15, 8:15 to 10:15am, Marriott Pinnacle, Floor: Third Level, DundaraveSession Submission Type: Paper Session
Abstract
This paper session consists of five papers exploring various topics related to achievement by analyzing NAEP data. The first paper explores the relationship between achievement gaps and advanced courses in high schools from the 2009 NAEP HSTS data; the second paper analyzes course-taking and performance to examine high school graduates’ readiness for post-secondary success using the 2009 NAEP HSTS data; the third paper assesses the degree of student engagement and motivation on grade 12 NAEP mathematics assessment data; the fourth paper examines the differences between charter and public school students in grades 4 and 8 using NAEP assessment data; and the fifth paper investigates the reliability of student reported parental education on NAEP grade 8 student background questionnaire.
Sub Unit
Chair
Papers
Academic Achievement and Advanced Courses in High School: Do Schools Provide Access and Are Students Taking Advantage of It? - Stephen E. Roey, Westat; Judy H. Tang, Westat; Robert Colby Perkins, Westat; Janis D. Brown, U.S. Department of Education; Philip H. Morse, Retired
Not Being All They Can Be: A Comparison of Four-Year-College-Bound and Military-Bound High School Graduates - Robert Colby Perkins, Westat; Stephen E. Roey, Westat; Philip H. Morse, Retired
Examining Student Engagement and Motivation in Grade 12 NAEP Mathematics Assessment - Burhan Ogut, American Institutes for Research; Ebony L. Walton, AIR/Optimal Solutions Group; Enis Dogan, Achieve, Inc.; William Tirre, National Center for Education Statistics
Comparing Public and Charter Schools Using Propensity Score Analysis - Jason Bryer, University at Albany - SUNY
Reliability of Student-Reported Parental Education at NAEP Grade 8 Mathematics Assessment - Burhan Ogut, American Institutes for Research; George W. Bohrnstedt, American Institutes for Research