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ERIC Number: ED372928
Record Type: RIE
Publication Date: 1994-Jan
Reference Count: N/A
Changes in Math Proficiency between 8th and 10th Grades. Statistics in Brief.
Rock, Don; And Others
Between 8th and 10th grades, many students are asked to make curriculum-related decisions that may ultimately influence their achievement in core academic subjects such as mathematics. While past achievement often limits the level of courses available to a student, aspirations for postsecondary education ultimately determine the level of mathematics needed to meet selected occupational or postsecondary education goals. The interrelationships between coursework, prior achievement, and aspirations may be seen in a recent study. This report presents findings from this longitudinal study regarding changes in mathematics proficiency levels experienced by students as they moved from 8th to 10th grade. Data were obtained from the base year and first follow-up surveys of the National Education Longitudinal Study of 1988 (NELS:88). The scope of the NELS:88 sample used is limited to the 16,659 students who were attending school both at the time of the base year and first follow-up. The findings include: (1) Students who take higher level mathematics courses (i.e., geometry, algebra II, trigonometry, pre-calculus, calculus) between 8th and 10th grades are more likely to be classified as being proficient at higher levels of mathematics than are students who do not take higher levels of mathematics courses; (2) Students who have fallen furthest behind by 8th grade are the ones who are most likely to continue to fall behind 2 years later; and (3) Students who expect to go to college are classified at higher mathematics proficiency levels at the 8th grade level. (MKR)
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.