Examining the Relationship between STEM Coursetaking in High School and Grade 12 NAEP Mathematics Performance. AIR-NAEP Working Paper 2021-05

Autor/inn/en	Yee, Darrick; Ogut, Burhan; Bohrnstedt, George; Broer, Markus; Circi, Ruhan
Institution	American Institutes for Research (AIR); Education Statistics Services Institute Network (ESSIN)
Titel	Examining the Relationship between STEM Coursetaking in High School and Grade 12 NAEP Mathematics Performance. AIR-NAEP Working Paper 2021-05
Quelle	(2021), (43 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Correlation; Grade 9; High School Students; Course Selection (Students); National Competency Tests; Longitudinal Studies; Socioeconomic Status; Chemistry; Physics; Grade Point Average; Mathematics Achievement; Mathematics Tests; Item Analysis; Test Items; Advanced Placement; Gender Differences; Race; Ethnicity; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Korrelation; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Chemie; Physik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Itemanalyse; Test content; Testaufgabe; Geschlechterkonflikt; Rasse; Abstammung; Ethnizität
Abstract	This study linked ninth-grade student background data and school-reported high school transcript data from the national High School Longitudinal Study of 2009 (HSLS:09) to student item responses on the 2013 National Assessment of Educational Progress (NAEP) mathematics assessment to examine the relationships between high school coursework and end-of-high school mathematics achievement. In a series of marginal maximum likelihood regression analyses, we find that STEM course GPAs, credits earned in AP/IB math and science courses, higher levels of math course content, and course-taking in chemistry and physics are all positively associated with NAEP math achievement. These relationships persist even when gender, race/ethnicity, early grade 9 mathematics achievement, and socioeconomic status are included as covariates. Cluster analysis of students with high estimated achievement suggest multiple paths to high mathematics achievement for students with both high- and low-socioeconomic status backgrounds. (As Provided).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01