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ERIC Number: ED399280
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Mathematics Course-Taking and NAEP Math Proficiency: Comparing Students' Reports with Their Transcripts.
Naifeh, Mary; Shakrani, Sharif
This paper compares students' reports of the mathematics courses they took in high school with their post-graduation transcripts, and examines the relationship between various measures of mathematics course-taking and average National Assessment of Educational Proficiency (NAEP) scores. There were 6,311 grade-12 students in the NAEP, and transcripts were obtained for 3,903 of them. Data indicate that exact match rates were low, at less than 50%, but that most of the nonmatches involved only 1 course. Students who did not match usually claimed to have a deeper mathematics background than did their transcripts, but a notable number of students reported a more shallow background. For most measures of mathematics study, there tended to be an increase in proficiency with each additional level of mathematics study. The monotonic pattern showed a positive relationship between average proficiency and the math study indicator. Students with incomplete sequences of mathematics courses tended to have lower average scores than students with complete sequences. For any given category, statistically significant differences in average proficiency scores showed higher scores in the transcript data than in the self-report data. This suggests that using self-report data may result in marginally attenuated proficiency scores. (Contains 1 table and 11 figures.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress