ERIC Number: ED407279
Record Type: RIE
Publication Date: 1997-Apr
Science Proficiency and Course Taking in High School: The Relationship of Science Course-Taking Patterns to Increases in Science Proficiency between 8th and 12th Grades.
This analysis uses data on science achievement and transcript reports of science course taking patterns of students from the National Education Longitudinal Study of 1988 (NELS:88) to estimate the relationship between science course taking and the change in science proficiency levels between 8th and 12th grades. It also explores the extent to which gains in science proficiency are related to student race-ethnicity, gender, and socioeconomic background after accounting for differences among these groups in science course taking. Findings indicate that 54% of students showed an increase in their science proficiency level while 35% stayed at the same level and 11% declined. Generally speaking, taking eight or more semesters of science was positively associated with an increase in science proficiency level and for students who started at the top science proficiency level in eighth grade, taking more advanced science courses was related to increases in science proficiency level. Asian and white students were found to be more likely to increase in science proficiency level, and gender, race, and familial socioeconomic background continued to exhibit a relationship to chances of increasing in science proficiency even after adjusting for differences in science course-taking. Contains 45 references. (JRH)
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.; Bureau of the Census (DOC), Suitland, MD.
Grant or Contract Numbers: N/A