New Areas for Educational Data Collection: What Students Are Taught and What They Learn.

TL;DRAbstract

ABSTRACT The National Center for Education Statistics (LACES), in its expansion of data reporting, should consider approaches for studying the curricular content of elementary and secondary instruction and student achievement of curricular goals. More specific information is needed about the curricular content of U.S. education. For example, data collected on the average years of high school mathematics studied do not indicate what proportion of graduates have studied algebra, trigonometry, or calculus, or which skills have been mastered. This inforiaation would be useful for college and vocational planners, for program evaluation and planning, and for fiscal accountability. Better data on curriculum and achievement would also allow comparisons across educational agencies and their programs and comparisons across time to assess trends. Data on instructional content and methods could include courses of study, enrollment, major skills taught, local and state guidelines, teaching methods,

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