Mathematics Skills of 17-Year-Olds in the United States: 1978 to 2004

2010 ◽  
Vol 41 (1) ◽  
pp. 20-51 ◽  
Author(s):  
Peter Kloosterman
Keyword(s):  
High School Students ◽  
The United States ◽  
School Students ◽  
National Assessment ◽  
Whole Numbers ◽  
Mathematics Skills ◽  
Scale Scores ◽  
Minimal Improvement ◽  
Long Term Trend

Overall scale scores from the National Assessment of Educational Progress (NAEP) indicate that there was only minimal improvement in the mathematics performance of high school students between 1978 and 2004. Using recently released data from the Long-Term Trend (LTT) NAEP, this study describes the content covered on the LTT NAEP and the performance of 17-year-old students on that content. In addition, it demonstrates that although overall gains in performance were small, there were areas within mathematics in which performance improved substantially and others in which students in 2004 did not do as well as their counterparts of the 1970s and 1980s. Specifically, performance on 3 items involving multiplication of whole numbers by fractions deteriorated but performance improved on most tasks involving percents and geometry. Performance was stable on most items assessing algebraic reasoning and logical reasoning and was stable or improved modestly on items assessing estimation, interpretation of tables and graphs, and understanding of integers.

Mathematics Skills and NAEP Results over a Generation

2009 ◽  
Vol 102 (6) ◽  
pp. 445-451
Author(s):  
Zachary Rutledge ◽  
Peter Kloosterman ◽  
Patricia Ann Kenney
Keyword(s):  
Student Performance ◽  
National Assessment ◽  
Term Trend ◽  
Mathematics Skills ◽  
Long Term Trend

Analysis of U.S. students' performance on the National Assessment of Educational Progress's Long-Term Trend program focuses on some questions on which student performance changed significantly between 1982 and 2004.

Introduction

2017 ◽  
Author(s):  
John L. Culliney ◽  
David Jones
Keyword(s):  
High School Students ◽  
Chaos Theory ◽  
School Students ◽  
Edge Of Chaos ◽  
Contemporary Science ◽  
Sensitive Dependence ◽  
Patterns And Processes ◽  
Long Term Trend ◽  
The Universe

The Introduction first reviews basic principles of Chaos Theory and the Science of Complexity that have provided new ways of understanding self-organization and evolutionary change in the universe. Some of the terms and concepts, such as the butterfly effect, are popular metaphors; others—edge-of-chaos, sensitive-dependence, emergence—may be more obscure to general readers. All of those concepts are described in language accessible to high school students with inquiring minds. Thus the introduction begins as a primer to provide a working familiarity with ideas that are critical to our later narrative and arguments. Here we also begin to discern similarities in prevailing patterns of cosmic-to-microcosmic change in the universe that science has progressively resolved. Out of contemporary science and surprisingly congruent conjectures of ancient wisdom, particularly in the Daoist and Buddhist traditions, comes an understanding of why we observe structure and order in the universe and why there has arisen a long-term trend toward intricate pattern instead of universal randomness. And we find the most progressive patterns and processes address emergent roles of life and human nature as they continue to evolve in interdependence within nature at large.

Telling Cases That Inform an Understanding of Factors Impacting the Development of Inventors From Diverse Backgrounds

2020 ◽  
Vol 21 (2) ◽  
pp. 133-142
Author(s):  
Stephanie Couch ◽  
Audra Skukauskaite ◽  
Leigh B. Estabrooks
Keyword(s):  
High School ◽  
High School Students ◽  
Young Women ◽  
Gender Gap ◽  
Young Men ◽  
The United States ◽  
Foreign Born ◽  
School Students ◽  
School Year ◽  
Diverse Backgrounds

The lack of diversity among patent holders in the United States (1-3) is a topic that is being discussed by federal policymakers. Available data suggests that prolific patent holders and leading technology innovators are 88.3% male and nearly 94.3% Asian, Pacific Islander, or White, and half of the diversity that does exist is among those who are foreign born (3). The data shows that there is a need for greater diversity among patent holders. Few studies, however, are available to guide the work of educators creating learning opportunities to help young people from diverse backgrounds learn to invent. Educators must navigate issues that have complex sociocultural and historical dimensions (4), which shape the ideas of those surrounding them regarding who can invent, with whom, under what conditions, and for what purposes. In this paper, we report the results of an ongoing multimethod study of an invention education pro- gram that has worked with teachers and students in Grades 6 through 12 for the past 16 years. Findings stem from an analysis of end-of-year experience surveys and interview transcripts of six students (three young men and three young women) who participated in high school InvenTeams®. The data were used to investigate three topics: 1) ways high school students who have participated on an InvenTeam conceptualize the term "failure" and what it means to "learn from failure," 2) what supported and constrained the work of the three young women during their InvenTeams experience and the implications for policy makers concerned about the gender gap in patenting, and 3) ways the young men and young women took up (or didn't take up) the identity of "inventor" after working on a team that developed a working prototype of an invention during the previous school year.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

scholarly journals THE LONG-TERM IMPACT OF SOCIAL MOVEMENTS AND REPRESSION ON DEMOCRATIC ATTITUDES

2020 ◽  
Vol 20 (3) ◽  
pp. 317-351
Author(s):  
Scott Desposato ◽  
Gang Wang
Keyword(s):  
Social Movements ◽  
High School Students ◽  
Fuzzy Regression ◽  
School Students ◽  
Attitudinal Differences ◽  
College Entry ◽  
Democratic Attitudes ◽  
Long Term Impact ◽  
The Impact

AbstractDemocracy movements in authoritarian regimes usually fail and are repressed, but they may still affect attitudes and norms of participants and bystanders. We exploit several features of a student movement to test for enduring effects of social movements on democratic attitudes. College students were the core of the movement and had wide exposure to the ideas and activities of the movement, as well as the suppression of the movement. College-bound high school students had limited exposure to the movement and its activities. Time of college entry could in theory be manipulated and endogenous, so we also use birthdate as an exogenous instrument for enrollment year. Applying a fuzzy regression discontinuity, we test for the impact of exposure to the movement on long-term attitudes. We find significant attitudinal differences between those in college during the movement, and those who started college post-movement. These results are strongest for alumni of the four universities that were most connected to the movement.

The Effects of Police Violence on Inner-City Students*

2020 ◽  
Vol 136 (1) ◽  
pp. 115-168
Author(s):  
Desmond Ang
Keyword(s):  
High School ◽  
High School Students ◽  
Los Angeles ◽  
High School Completion ◽  
Well Being ◽  
The United States ◽  
Public High School ◽  
School Students ◽  
Police Violence ◽  
Public High School Students

Abstract Nearly 1,000 officer-involved killings occur each year in the United States. This article documents the large, racially disparate effects of these events on the educational and psychological well-being of Los Angeles public high school students. Exploiting hyperlocal variation in how close students live to a killing, I find that exposure to police violence leads to persistent decreases in GPA, increased incidence of emotional disturbance, and lower rates of high school completion and college enrollment. These effects are driven entirely by black and Hispanic students in response to police killings of other minorities and are largest for incidents involving unarmed individuals.

Does School Climate Mean the Same Thing in the United States as in Mexico? A Focus on Measurement Invariance

2017 ◽  
Vol 37 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Kathan D. Shukla ◽  
Tracy E. Waasdorp ◽  
Sarah Lindstrom Johnson ◽  
Mercedes Gabriela Orozco Solis ◽  
Amanda J. Nguyen ◽  
...  
Keyword(s):  
United States ◽  
School Climate ◽  
Measurement Invariance ◽  
School Environment ◽  
Climate Model ◽  
The United States ◽  
School Students ◽  
Scale Scores ◽  
Partial Invariance ◽  
The U.S

School climate is an important construct for guiding violence prevention efforts in U.S. schools, but there has been less consideration of this concept in its neighboring country Mexico, which has a higher prevalence of violence. The U.S. Department of Education outlined a three-domain conceptualization of school climate (i.e., safe and supportive schools model) that includes engagement, safety, and the school environment. To examine the applicability of this school climate model in Mexico, the present study tested its measurement invariance across middle school students in the United States ( n = 15,099) and Mexico ( n = 2,211). Findings supported full invariance for engagement and modified-safety scales indicating that factor loadings and intercepts contributed almost equally to factor means, and scale scores were comparable across groups. Partial invariance was found for the environment scales. Results of a multigroup confirmatory factor analysis (MGCFA) consisting of all 13 school climate scales indicated significantly positive associations among all scales in the U.S. sample and among most scales in the Mexico sample. Implications of these findings are discussed.

scholarly journals Relationship between High School Student Participation in State-level Future Farmers of America Career Development Events and Matriculation at the Host University: A Case Study in Horticulture at Kansas State University

2016 ◽  
Vol 26 (6) ◽  
pp. 862-868 ◽  
Author(s):  
Kimberly A. Williams ◽  
Chad T. Miller ◽  
Ward Upham
Keyword(s):  
High School ◽  
High School Students ◽  
Career Development ◽  
State Level ◽  
The United States ◽  
Future Farmers Of America ◽  
State University ◽  
School Students ◽  
Kansas State University ◽  
Career Development Events

In recent years, many horticulture departments around the United States have been concerned with recruiting and retaining an adequate number of students. One potential recruitment opportunity is the horticulture Future Farmers of America (FFA) Career Development Events (CDEs). For the time period of 1999 to 2012 (14 years), 1462 students participated in the annual state-level horticulture contests, comprising floriculture and nursery/landscape CDEs, held at Kansas State University (KSU). Using the rosters from these two CDEs, we referenced the university’s student information database to determine whether the high school students who participated as FFA horticulture CDE contestants ultimately matriculated to KSU. Fifty-two percent of former FFA horticulture CDE participants were accepted to KSU and 32% matriculated. Of these, 58% enrolled in the College of Agriculture and 19% majored in horticulture. Therefore, 3.5% of total horticulture CDE participants majored in horticulture at KSU. Students who participated in more than one horticulture CDE over time were more likely to major in horticulture at KSU compared with students who competed only once. Thirty-nine percent of students who participated in both horticulture CDEs pursued a baccalaureate program in horticulture. These two student characteristics could be used as indicator data points to target recruitment of future horticulture students. Data about the high school programs that generated contest participants were also summarized. Exceling in the CDE contests was not an indicator CDE participants would pursue a baccalaureate degree in horticulture. These analyses suggest FFA CDEs have some potential to optimize student recruitment efforts.

scholarly journals Explaining the trends and variability in the United States tornado records using climate teleconnections and shifts in observational practices

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Niloufar Nouri ◽  
Naresh Devineni ◽  
Valerie Were ◽  
Reza Khanbilvardi
Keyword(s):  
Population Density ◽  
Large Scale ◽  
Southern Oscillation ◽  
The United States ◽  
Anthropogenic Factors ◽  
Climate Variables ◽  
Term Trend ◽  
Cyclical Variability ◽  
Long Term Trend

AbstractThe annual frequency of tornadoes during 1950–2018 across the major tornado-impacted states were examined and modeled using anthropogenic and large-scale climate covariates in a hierarchical Bayesian inference framework. Anthropogenic factors include increases in population density and better detection systems since the mid-1990s. Large-scale climate variables include El Niño Southern Oscillation (ENSO), Southern Oscillation Index (SOI), North Atlantic Oscillation (NAO), Pacific Decadal Oscillation (PDO), Arctic Oscillation (AO), and Atlantic Multi-decadal Oscillation (AMO). The model provides a robust way of estimating the response coefficients by considering pooling of information across groups of states that belong to Tornado Alley, Dixie Alley, and Other States, thereby reducing their uncertainty. The influence of the anthropogenic factors and the large-scale climate variables are modeled in a nested framework to unravel secular trend from cyclical variability. Population density explains the long-term trend in Dixie Alley. The step-increase induced due to the installation of the Doppler Radar systems explains the long-term trend in Tornado Alley. NAO and the interplay between NAO and ENSO explained the interannual to multi-decadal variability in Tornado Alley. PDO and AMO are also contributing to this multi-time scale variability. SOI and AO explain the cyclical variability in Dixie Alley. This improved understanding of the variability and trends in tornadoes should be of immense value to public planners, businesses, and insurance-based risk management agencies.

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