High School Transcript Study: The 2000 High School Transcript Study User's Guide and Technical Report

摘要

The 2000 High School Transcript Study (HSTS 2000) was conducted by Westat for the U.S. Department of Educations National Center for Education Statistics. This study provides the Department Education and other educational policymakers with information regarding current course offerings and students coursetaking patterns in the nations secondary schools. Since previous transcript studies measured the coursetaking patterns of 1982, 1987, 1990, 1992, 1994, and 1998 graduates, one research objective was to study changes in these patterns. Another research objective was to compare coursetaking to study results on the 2000 National Assessment of Educational Progress (NAEP) mathematics science assessments. NAEP is a federally funded, ongoing, periodic assessment of educational achievement in the various subject areas and disciplines taught in the nations schools. Since 1969, NAEP gathered nationwide information about the levels of educational achievement of elementary and secondary school students. The 2000 High School Transcript Study is documented in three reports: The High School Transcript Study: A Decade of Change in Curricula and Achievement, 1990-2000. This summary report highlights major findings from the HSTS 2000 and examines the trends and changes in high school curriculum and student coursetaking patterns for the decade between 1990 and 2000. The 2000 High School Transcript Study Users Guide and Technical Report. The Users Guide and Technical Report documents the procedures used to collect and summarize the data. It also provides information needed to use all publicly released data files produced by the study. The 2000 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 2000, 1998, 1994, 1990, 1987, and 1982 High School Graduates. This upcoming report provides extensive tables that summarize the coursetaking patterns of high school students who graduated in 2000 and compare them to those of their counterparts in 1982, 1987, 1990, 1994, and 1998. The report also describes the relationship of the coursetaking patterns of 2000 graduates and the mathematics and science proficiencies as measured by the 2000 National Assessment of Educational Progress.