Research Into High School Coursework and Achievement Using the NAEP High School Transcript Study

Session Type: Symposium

Abstract

The National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) provides educational researchers a wealth of high school coursetaking data that can be analyzed and compared to NAEP twelfth-grade assessment scores as measures of academic achievement. This symposium looks at the past, present, and future of the NAEP HSTS, as well as various high school coursetaking analyses using the NAEP HSTS, including earned course credits, career/technical education courses, student access to advanced mathematics courses, and how HSTS can be used in NAEP nonresponse bias analyses. The purpose of this symposium is to promote discussion about the NAEP HSTS in hopes of improving its educational research value in the future.

Sub Unit

• SIG-NAEP Studies

Chair

• Kavemuii Murangi, Westat

Papers

• NAEP High School Transcript Study: Past, Present, and Future - Kavemuii Murangi, Westat; Lisa Hamilton, Westat; Robert Colby Perkins, Unemployed

• Why Are Credits Increasing? What We Can Learn From the NAEP High School Transcript Study - Robert Colby Perkins, Unemployed; Ying Chen, Westat

• Nonresponse Bias Analysis for NAEP Grade 12 Using High School Transcript Study Data - Tom Krenzke, Westat; Victoria Owens, Westat

• Trends in Career Technical Education From the NAEP High School Transcript Study - Ingrid Fichtenberg, Westat; Robert Colby Perkins, Unemployed

• Pathways to Advanced High School Mathematics Courses Using NAEP and HSTS - Lisa Hamilton, Westat; Kavemuii Murangi, Westat

Discussants

• Linda Hamilton, U.S. Department of Education

• William Ward, U.S. Department of Education