Examining the Relationship Between STEM Course-Taking in High School and Grade 12 NAEP Mathematics Scores

• In Event: 34.094 - Fairmont Royal York Roundtable Session Six
  In Roundtable Session: 34.094-3 - Using NAEP to Understand Student Course-Taking, Digital-Based Assessment Performance, and Assessment Construct Similarities

Abstract

The purpose of this study is to examine the relationship between STEM course-taking and performance on grade 12 NAEP mathematics. In spring 2013, students participating in the High School Longitudinal Study (HSLS:09) were also sampled to take the NAEP Grade 12 mathematics assessments. This “NAEP-HSLS overlap” sample was used to estimate the relationships between NAEP achievement and variables collected in HSLS:09, including the transcript data that are the focus of this study. The overall findings of this study are consistent with the notion that advanced course-taking in mathematics and science may lead to higher mathematics achievement by the end of high school and suggest that there may be multiple “paths” to college preparedness in mathematics.

Authors

• Burhan Ogut, American Institutes for Research

• Darrick Yee, American Institutes for Research

• George W. Bohrnstedt, American Institutes for Research

• Markus Broer, American Institutes for Research