From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking? NCES 2020-037

Autor/inn/en	Brown, Janis; Perkins, Robert; Roey, Stephen
Institution	National Center for Education Statistics (ED)
Titel	From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking? NCES 2020-037
Quelle	(2020), (92 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; National Competency Tests; High School Students; Course Selection (Students); Grade 12; High School Seniors; Academic Records; Mathematics Instruction; Science Instruction; Mathematics Achievement; Science Achievement; Advanced Courses; Scores; Secondary School Mathematics; Secondary School Science; Instructional Program Divisions; Validity; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Course selection; Kurswahl; School year 12; 12. Schuljahr; Schuljahr 12; College; Colleges; University; Universities; Publication; Hochschule; Fachhochschule; Universität; Akademieschrift; Publikation; Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fortgeschrittenenunterricht; Gültigkeit
Abstract	This study uses high school transcript data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) to determine the validity of student-reported high school courses on the NAEP twelfth-grade student questionnaire. Given that the HSTS is not administered as part of every NAEP twelfth-grade assessment, self-reported course data are often used to better understand NAEP assessment findings; therefore, it is important to determine the validity of these data. Using multiple administrations of HSTS, this study investigates whether student course reporting has changed over time. The report also examines how self-reported courses may affect the reporting of outcome measures, such as the relationship between course-taking and achievement as reported on NAEP. (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01