The Nation's Report Card[TM]: America's High School Graduates. Results of the 2009 NAEP High School Transcript Study. NCES 2011-462.

By C. Nord, S. Roey, R. Perkins, M. Lyons, N. Lemanski, J. Brown, J. Schuknecht. 2011

103 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5ae331c091562a03bb82c932a8c1e09d862f2aa2

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Citations in the corpus

U.S. High School Graduation Rates: Patterns and Explanations (2013, unknown): “…of Educational Progress found that larger percentages of 2009 graduates from all major racial/ethnic groups completed a rigorous curriculum than did comparable 1990 graduates, and, on average, 2009 graduates completed about 420 more hours of course work than did 1990 graduates (Nord et al. 2011).”
When Am I Ever Going to Use This in the Real World? Cognitive Flexibility and Urban Adolescents’ Negotiation of the Value of Mathematics (2017, background): “For example, Black and Latino students in urban schools are more likely to have less experienced teachers (Borman & Dowling, 2008) and less likely to take algebra one before ninth grade (Nord et al., 2011).”
A lesson in bias: The relationship between implicit racial bias and performance in pedagogical contexts (2016, background): “…Relationship Between Implicit Racial Bias and Performance in Pedagogical Contexts Over seventy years after the U.S. Supreme Court declared segregation in public schools unconstitutional, widespread disparities persist between the educational outcomes of blacks and whites (Nord et al., 2011).”
Why Are Some STEM Fields More Gender Balanced Than Others? (2017, background): “T hi s ar tic le is in te nd ed so le ly fo r th e pe rs on al us e of th e in di vi du al us er an d is no t to be di ss em in at ed br oa dl y. boys to opt into the more advanced Calculus BC exam (40% girls; College Board, 2013).”
Relationships between Students' Fractional Knowledge and Equation Writing. (2015, background): “…fraction scheme; Middle school students; Multiplicative concept; Quantitative reasoning; Unknowns More students are taking algebra courses (Nord et al., 2011; Rampey, Dion, & Donahue, 2009), in part because doing so has been linked to increased educational and economic opportunities…”