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1. The 1994 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 1990, 1987, and 1982 High School Graduates. Revised.

Author

Westat, Inc., Rockville, MD., Legum, Stanley, Caldwell, Nancy, Davis, Bryan, Haynes, Jacqueline, Hill, Telford J., Litavecz, Stephen, Rizzo, Lou, Rust, Keith, and Vo, Ngoan

Abstract

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)

Published
1998

2. The 1994 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1994, 1990, 1987, and 1982 High School Graduates. E.D. Tabs

Author

Westat, Inc., Rockville, MD., Legum, Stanley, Caldwell, Nancy, Davis, Bryan, Haynes, Jacqueline, Hill, Telford J., Litavecz, Stephen, Rizzo, Lou, Rust, Keith, and Vo, Ngoan

Abstract

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)

Published
1997

3. The 1994 High School Transcript Study Technical Report.

Author

Westat, Inc., Rockville, MD., Legum, Stanley, Caldwell, Nancy, Davis, Bryan, Haynes, Jacqueline, Hill, Telford J., Litavecz, Stephen, Rizzo, Lou, Rust, Keith, and Vo, Ngoan

Abstract

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)

Published
1997

4. The 1990 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 1990, 1987, and 1982 High School Graduates. Tabulations.

Author

Westat, Inc., Rockville, MD. and Legum, Stanley

Abstract

The 1990 High School Transcript Study (HSTS) collected 21,607 transcripts from 330 schools. Similar studies were conducted of high school course taking patterns in 1987 (the 1987 High School Transcript Study of approximately 22,700 transcripts) and in 1982 (approximately 12,000 transcripts from the High School and Beyond Study). The introductory section of this report contains highlights of the results, descriptions of all three studies, an introduction to the tables of data, a discussion of the significance of differences reported in the tables, and the comparability of samples. Seventy-nine data tables document significant, across-the-board increases in the percentage of graduates taking core curriculum degree programs since 1987. The percentage of graduates taking at least a minimal academic program rose from 13.4 percent in 1982 to 28.6 percent in 1987 and 39.9 percent in 1990. The percentage of graduates taking the core curriculum rose from 1.9 percent in 1982 to 12.0 percent in 1987 and 17.3 percent in 1990. Appendix A provides the 79 data tables. Appendix B lists codes for within subject categories. (SLD)

Published
1993

5. 'While'-Clauses in English.

Author

Legum, Stanley Emanuel

Abstract

Constraining linguistic metatheory by demanding that it allow the construction of grammars for all the frequently occurring idiolects of standard American English is shown to narrow the choices among competing theoretical positions. In this way data from a nonhomogeneous speech community are used to illuminate rather than cloud a theoretical question. "While"-clauses are taken as exemplary of the class of English adverbial clauses in general and temporal clauses in particular. In surface structure, "while"-clauses are shown to be Chomsky adjoined to the verb phrase if postposed and to be attached directly to the S-node if preposed or medial. Following M. Geis (1970) the internal structure is shown to be that of an adverbial relative clause. A rule of Oblique Equi-NP Deletion is motivated to account for subjectless "while"-clauses. Two alternative deep structure sources for "while"-clauses are discussed: The higher-S and lower-S analyses. Data from 345 native speakers of English are shown to require the construction of three distinct grammatical descriptions of the constraints on Oblique Equi-NP Deletion. Requiring that linguistic theory allow just these grammars to be written eliminates the possibility of constructing grammars in which no rules are extrinsically ordered. The higher-S analysis is shown to require a serious violation of the Strict Cycle Condition, while the lower-S analysis is shown to require the use of an ad hoc category and to predict the existence of a dialect of dubious existence. (Author/KM)

Published
1975

6. On Recording Samples of Informal Speech from Elementary School Children.

Author

Southwest Regional Educational Lab., Inglewood, CA., Williams, Clyde E., and Legum, Stanley E.

Abstract

This paper documents the methodological study which was undertaken to discover the best way to obtain high quality tape-recorded samples of casual, spontaneous speech from children in kindergarten through Grade 3. All children interviewed were from schools in areas qualifying for compensatory education programs under Title I of the Elementary and Secondary Education Act of 1965. With the exception of two sessions, all group interviews were video taped. There were six groups of children, aged 5 to 9, participating in the interviews. The technique of interviewing children individually was tried out with Groups 1 and 2. Two paired interviews were conducted with children from Group 2 and three paired interviews were conducted with children from Group 4. The most important finding suggested by this survey is that it is possible to elicit and record casual speech samples from 5- to 9-year-old children in an artificial environment, provided great care is taken to make the children feel relaxed and unthreatened. Apparently, the best method for doing this is to choose one child from the socioeconomic group under study and allow him to form a group of peers at his discretion. (Author/CK)

Published
1970

7. The Speech of Young Black Children in Los Angeles.

Author

Southwest Regional Educational Lab., Inglewood, CA. and Legum, Stanley E.

Abstract

A description of the linguistic characteristics of casual conversations of Los Angeles Negro K-3 school children was recorded outside the classroom in small groups with two to five participants. Analysis of phonological, syntactic, and lexical characteristics discloses considerable variation in the children's speech, exhibiting both a significant number of "standard" forms as well as pronunciations and constructions characteristic of Black English. (Author)

Published
1971

8. Conceptual Framework for the Design of a Composition Program.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA., Legum, Stanley E., and Krashen, Stephen D.

Abstract

A network of systematic concepts related to preparation and criticism is presented. The concepts are grouped into four categories: conceptualization, planning, writing, and editing. (Author)

Published
1972

9. On the Facts of the Language in Question or a Conversation with W. Labov.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Legum, Stanley E.

Abstract

A conversation with William Labov in September 1970, is the basis of this paper. Labov, who is working on a new theory of language which essentially makes style the function of grammar, divides linguistic description into the following five interrelated segments: semantic network, oriented semantic network, lexicalization, grammaticalization, and phonologization. Descriptions of these terms and their functions are given. (TS)

Published
1970

10. Sketch of English Adverbs.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Legum, Stanley E.

Abstract

The class of English words traditionally called adverbs is examined and redefined in this paper. The following three subclasses of adverbs are identified: limiters, which are words that modify noun phrases; intensifiers, which are words that modify adjectives; and "true" adverbs, which modify verb phrases and sentences. Examples of these three subclasses are given. (TS)

Published
1972

11. Social Dialects and Their Implications for Beginning Reading Instruction.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Legum, Stanley E.

Abstract

An effort to lay the foundation for the preparation of reading programs which will match the social and linguistic background of lower-class children, in particular children of the nation's black ghettos, is made in this paper. The paper consists of five sections. The first section discusses the interconnection of social, geographic, and stylistic variations, and stresses that reading and writing are both secondary to spoken language. The second section discusses various theoretical problems, focusing on the status of Black English and Anglo English as dialects of American English. The third section considers the pedagogical relevance of sociolinguistic data and discusses deep structure and surface structure. The fourth section discusses field methods and analysis procedures to determine the linguistic competence of an individual or a group. The fifth section concludes that the teacher and the developer of reading instructional treatments share the difficult task of bridging the gap between normative culture-defined entry skills and attitudes and those of children from any of the American subcultures. (TS)

Published
1969

12. On the Node Label 'ADV.'

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Legum, Stanley E.

Abstract

Arguments for the introduction of an adverbial node label (ADV) in transformational grammar are examined and rejected. The following question is raised: Is a node label ADV necessary, or can the phenomena associated with adverbials be explained in terms of the set of node labels used to explain other areas of grammar? The author argues that a new node label can be justified if and only if some required transformation must be formulated so as to refer to it. Furthermore, it is necessary to demonstrate that no analysis which excludes ADV is tenable. Thus, the author concludes, the existence of any tenable analysis which handles the adverbial data without making use of ADV is strong evidence that ADV does not exist. Presented are grammatical references to ADV; arguments in favor of an ADV node which examine adverbs without adjective paraphrases, the multiplicity of tranformations, the positioning of ly-adverbs, the -ly ending, and a non-argument in favor of an ADV node; arguments against an ADV node; and alternatives to ADV which examine case analyses and higher sentence (S) analyses. (HOD)

Published
1972

13. Design of the Kindergarten Program Entry Survey.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA., Coker, Pamela L., and Legum, Stanley E.

Abstract

The Entry Survey is a 22-item, individually administered test assessing kindergarten children's language skills. Sixteen of the items address the semantic development of the following pairs of polar opposites: before-after, large-small, tall-short, and thick-thin. The remaining six items address letter identification ("c,""m," and "h") and word identification ("up,""in," and "with"). The rationale for the design of the survey is presented, and testable hypotheses of child language underlying the survey are listed. (Author)

Published
1972

14. An Examination of the Instructional Concepts Program for Potential Interference from Black English Dialect.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Legum, Stanley E.

Abstract

The Instructional Concepts Program of the Southwest Regional Laboratory (SWRL) is designed to help kindergarten children learn the labels of concepts which are important to success in school. Since vocabulary differences are characteristic of dialect differences, it is possible that some items taught in the Instructional Concepts Program are harder to learn for speakers of Black English than for speakers of other dialects and that these items can be related to known dialect differences. To test for this possibility, the items and subtests from the 1969-70 tryouts exhibiting the greatest number of errors were examined for the schools believed to consist mainly of black children. No such interference was found. (MKM)

Published
1971

15. Monoaural-Stereo Recording Comparison.

Author

Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA. and Legum, Stanley E.

Abstract

Six groups of third-grade boys--three predominantly black, three white--were tested to explore three questions: whether visibility or proximity of microphones affects speech production; whether stereo recordings made from desk or wall-mounted microphones are as usable for linguistic analysis as monoaural recordings made from lavaliere microphones; and whether ethnic groups react differently to the recording situation. In each school, one group was recorded on lavaliere microphones; one by visible wall microphones, and one by hidden wall microphones. A panel of linguists reviewed the recordings and found no significant difference in the amount of casual speech produced, and no differences between blacks and whites. (SK)

Published
1971

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