*         The National Center for Education Statistics on Wednesday released
its <>  latest report
on the courses students take in high school. Among the findings: About 30
percent of those who graduated in 2004 took at least one Advanced Placement
or International Baccalaureate course. Only 14 percent finished calculus in
high school and 5 percent did not advance beyond pre-algebra


Academic Pathways, Preparation, and Performance: A Descriptive Overview of
the Transcripts from the High School Graduating Class of 2003-04 


This report uses transcript data from the Education Longitudinal Study of
2002 (ELS:2002) to provide nationally representative information about the
level of academic preparation the high school graduating class of 2003-04
had when leaving high school. The report supplies a brief examination of the
coursetaking patterns of 2003-04 graduates, with a focus on their
participation in mathematics, science, and Advanced Placement/International
Baccalaureate courses. Additionally, the report links these coursetaking
patterns with test achievement in mathematics, grade point average, and
expectations for future educational attainment. Major findings in the report
are that: the high school graduating class of 2003-04 earned an average of
25.8 course credits (measured in Carnegie units), 19.0 in academic subjects.
Overall, about 30 percent of the class earned at least a credit in Advanced
Placement or International Baccalaureate courses. Among the graduates, 5
percent got no further than basic math or pre-algebra courses, 45 percent
completed at least algebra I or II, 36 percent completed at least one
trigonometry, statistics, or precalculus course, and 14 percent calculus, as
their highest level mathematics in high school. Ninety one percent of
graduates who completed an academic curriculum and 46 percent of students
who completed an occupational curriculum demonstrated mastery at proficiency
level 3 on the ELS:2002 12th grade mathematics assessment, which is simple
problem-solving, requiring low-level mathematical concepts.

Online Availability:

*                          <>
Download, view and print the report as a pdf file. PDF File(561KB) 

 <> PDF FileNeed Help Viewing PDF

Cover Date:

November 2006

Web Release:

November 22, 2006

Print Release:

Currently only available online, print version forthcoming. 

Publication #:

NCES 2007316



Michael Planty, Research Triangle Institute (RTI) Robert Bozick, Research
Triangle Institute (RTI) Steven J. Ingels, Research Triangle Institute (RTI)


95-page pdf link:



Nov. 27, 2006

The Full-Time Advantage

A new report on <>  community college
student engagement suggests that the academic experience of full-time
students is substantially more interactive than that of their part-time
peers and also documents a disparity between the proportion of students who
value academic advising and those who obtain it.

Given research finding that active levels of student engagement - with
faculty members, peers and the subject matter - are correlated with student
success, the findings shed light on challenges facing community colleges aas
they reach out to part-timers, who make up 61 percent of students at
two-year institutions.

"No one is surprised to hear that two-thirds of community college students
are part-time or that an increasing percentage of faculty are part-time,"
said Kay McClenney, director of the Community College Survey of Student
Engagement <> . "But it's not enough
to know it. We have to do something about it."

In an analysis of 249,548 students from 447 community colleges in 46 states.


FYI: At the time of preparing this posting, three links in this article do
not open.  The first two: 'new report on community college student
engagement' and 'Community College Survey of Student Engagement' which are
near the beginning of the article.  Near the end of the article, 'available
online' did not open.  


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