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The 1998 High School Transcript Study provides the U.S. Department of Education and other educational policymakers with information regarding current course offerings and students' course-taking patterns in U.S. secondary schools. Similar studies were conducted in 1982, 1987, 1990, and 1994. This guide documents the procedures used to collect and summarize the data. It also provides information needed to use all publicly released data files produced by the study. In previous years, the information in this technical report was reported in two documents, the Data File User's Manual and the Technical Manual. The report contains these sections: (1) "Introduction to the High School Transcript Study"; (2) "Background: Sample Design"; (3) "Selection of Primary Sampling Units, Schools, and Students for the 1998 High School Transcript Study"; (4) "Data Collection Procedures"; (5) "Data Processing Procedures"; (6) "Weighting and Estimation of Sampling Variance"; and (7) "1998 High School Transcript Study Data Files." Fifteen appendixes provide supplemental information, including the questionnaires and the code books for the study's individual files. (Contains 32 tables, 3 figures, 15 exhibits, and 16 references.) (SLD)

The 1994 High School Transcript Study (HSTS) provides the Department of Education and other policymakers with information about current course offerings and students' course-taking patterns in the nation's secondary schools. One objective was to determine changes in course offering and selection patterns since the previous studies in 1982, 1987, and 1990. Another objective was to compare course-taking patterns to results from the National Assessment of Educational Progress (NAEP), an assessment of educational achievement nationwide. In 1994, transcripts were collected for more than 25,000 students who graduated from high school that year. These students were from 340 schools that participated in the NAEP. Information in this report documents a significant increase since 1982 in the percentage of graduates completing curricula recommended by the National Commission on Excellence in Education. As of 1994, over 25% of high school graduates are completing programs satisfying the Commission's recommendations for college-bound graduates, and nearly one-third are completing the Commission's core curriculum. Chapters 1, 2, and 3 of this report contains highlights of the study results, descriptions of the studies from 1982 through 1994, an introduction to the tables of data, a brief description of subject taxonomy, a discussion of the comparability of samples in the studies, and directions for testing the significance of differences reported in the tables. An error was discovered in the post-stratification weighting of estimates used to report the 1994 High School Transcripts Study data. Throughout the original report the error caused small differences in estimation and sample variance. This revision corrects these differences. Appendix A contains tables of study data, and Appendix B lists study codes for each category of data. (Contains 121 tables.) (SLD)

The 1994 High School Transcript Study (HSTS) provides the Department of Education and other policymakers with information about current course offerings and students' course-taking patterns in the nation's secondary schools. One objective was to determine changes in course offering and selection patterns since the previous studies in 1982, 1987, and 1990. Another objective was to compare course-taking patterns to results from the National Assessment of Educational Progress (NAEP), an assessment of educational achievement nationwide. In 1994, transcripts were collected for more than 25,000 students who graduated from high school that year. These students were from 340 schools that participated in the NAEP. Information in this report documents a significant increase since 1982 in the percentage of graduates completing curricula recommended by the National Commission on Excellence in Education. As of 1994, over 25% of high school graduates are completing programs satisfying the Commission's recommendations for college-bound graduates, and nearly one-third are completing the Commission's core curriculum. Chapters 1, 2, and 3 of this report contain highlights of the study results, descriptions of the studies from 1982 through 1994, an introduction to the tables of data, a brief description of subject taxonomy, a discussion of the comparability of samples in the studies, and directions for testing the significance of differences reported in the tables. Appendix A contains tables of study data, and Appendix B lists study codes for each category of data. (Contains 121 tables.) (SLD)

The 1994 High School Transcript Study (HSTS) provides the Department of Education and other policymakers with information about current course offerings and students' course-taking patterns in the nation's secondary schools. One objective was to determine changes in course offering and selection patterns since the previous studies in 1982, 1987, and 1990. Another research objective was to compare course-taking patterns to results from the National Assessment of Educational Progress (NAEP), an assessment of educational achievement nationwide. In 1994, transcripts were collected for more than 25,000 students who graduated from high school that year. These students were from 340 schools that participated in the NAEP. This technical report documents the procedures used to collect and summarize the data. An accompanying volume provides tables of findings, and another contains the data file user's manual. The following sections are included: (1) "Executive Summary"; (2) "Background: Sample Design"; (3) "Selection of Schools and Students for the 1994 High School Transcript Study"; (4) "Data Collection Procedures"; (5) "Data Processing Procedures"; (6) "Weighting and Estimation of Sampling Variance"; (7) "1994 High School Transcript Study Data Files"; and (8) "References." Five appendixes provide supplementary information about the study methodology. (Contains 30 tables, 2 figures, 23 exhibits, and 18 references.) (SLD)

The 1998 High School Transcript Study (HSTS) provides the U.S. Department of Education and other policymakers about current course offerings and students' course taking patterns. In 1998 the nationally representative sample for the HSTS included 25,422 students graduating in 1994 from 264 high schools. Approximately 94% of the sampled students came from schools that participated in the National Assessment of Educational Progress and retained student identification information. Various restrictions reduced the sample to 24,218 students. Chapters 1, 2, and 3 of the report contain: (1) highlights of the HSTS results; (2) descriptions of the current and previous studies; (3) an introduction to the tables; (4) a discussion of the subject area taxonomy; (5) a discussion of the comparability of the samples in the five studies; and (6) directions for testing the significance of differences reported in the tables. Data tables for the 1998 HSTS are presented in Appendix A. Appendix B contains a listing of the categories used as row labels in the tables and the codes associated with each category. (Contains 7 tables and 4 figures in addition to the 121 tables of Appendix A.) (SLD)

This technical report describes the results of a cognitive task analysis to identify important skill areas associated with visualization at the battalion level of command. The analysis consisted of a review of current U.S. Army doctrinal literature, a review of battalion visualization from a psychological perspective, and a series of interviews with military officers having recent combat experience in either a command position or as a battalion Operations Officer or Executive Officer. Bases on findings from the cognitive task analysis, 11 skill areas were identified as potential focal points for future training development. The findings were used to design and develop exemplar training exercises for selected skills. This report documents findings and recommendations from the cognitive task analysis, and describes the design, development, and field test of exemplar training vignettes used to evaluate the cognitive task analysis findings and recommended training methods., Prepared in cooperation with Dynamic Research Corp., Andover, MD and Intelligent Automation, Inc., Rockville, MD.

ELECTRONIC FILE CHARACTERISTICS: 14 files; Adobe Acrobat (.PDF) and HTML. PHYSICAL DESCRIPTION: 1 CD-ROM; 4 3/4 in.; 11.4 MB. ABSTRACT: This research product documents a proof of principle package used to train battlefield visualization skills at the battalion level. The training is a result of a cognitive task analysis to identify important visualization skill at a battalion level of command. The cognitive task analysis consisted of a review of current U.S. Army doctrinal literature, a review of visualization from a psychological perspective, and a series of interviews with military officers having recent experience in either a command position or as a battalion Operations and Training Officer (S-3) or Executive Officer (XO). Based on findings from the cognitive task analysis, 11 skill areas were identified as potential focal points of future training development. The findings from the cognitive task analysis were used to design and develop exemplar training exercises for two skill areas; identify key problem elements employing the principles of METT-TC and Elements of Operational Design and discover/exploit newly revealed problem elements to expand the visualization. This product provides an introduction to the battlefield visualization process, describes individual skill areas, and provides six example training manuals., Prepared in cooperation with Intelligent Automation, Inc., Rockville, MD and Evidence Based Research, Inc., Vienna, VA.

In this paper we present the view of Intelligent Automation Inc. (IAI) as to the future development of Instructional Systems Design (ISD) when applied to Simulation Based Instruction (SBI). We call for the formalization of the SBI ISD process in a way that will achieve the separation of the ISD process from a specific simulation implementation, and address the complexity and special needs of the process. Additionally we describe a new model for instructional design that can be applied to SBI. Unlike traditional models such as ADDIE that focus on the process, our model focuses on the integration of four design elements: process, ontology, collaboration model and product description. We show how the proposed model integrates with current trends in Simulation-SCORM interoperability, as well as streamlining SBI ISD with the ISD of traditional Web-based training (WBT) used in a similar context. Our suggested approach contains a supporting business model, as well as a new class of automated ISD editors to help instructional designers plan effective simulation instruction interactions., Presented at the NATO RTO Modelling and Simulation Conference held in Rome, Italy on 5-6 Oct 2006, and Koblenz, Germany on 7-8 Oct 2006. Published in Transforming Training and Experimentation through Modelling and Simulation, Meeting Proceedings RTO-MP-MSG-045, Paper 17. ISBN 92-837-0075-9 and ISBN 978-92-837-0075-3 . Note: Power Point link inoperable, slides begin on page 22. See also ADM002053. The original document contains color images.