Introduction
The fundamental research task for this analysis is to discover the transition in plans and the evolution of those programs within secondary to post-secondary levels ( High School Longitudinal Study of 2009, 2009) . The trails to consider are into and out of mathematics, science, engineering coupled with technology; and the social along with educational involvements that impact these trends.
The data collected was based on the randomly selected sample of the 9 th graders’ fall term of the school year 2009 to 2010 in more than 900 private and public high schools that have both the 9 th and the 11 th grade. The students had taken the evaluations and surveys of mathematics online. In the same way school principals, teachers of science and math, parents of these students, and the counselor finalized their reviews using the web or phone.
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Method or Data Collection Program
In the spring of 2012, the first follow up was conducted because most of the members in the sample were in there 11 th grade. Transfer students, as well as dropouts and those that persisted in the base year school, were followed ( High School Longitudinal Study of 2009, 2009) . After that, in 2013 the aspect of learning about cohort’s decisions and plans for the postsecondary schools, updated the school and during the fall of that year, transcripts were collected.
And in 2021, a subsequent data collection after graduation is the expected with the aim of obtaining information about the involvements in postsecondary and also to learn about the decisions, experience, choices, and attainment of the participants regarding their experience in adulthood.
Output Data of HSLS: 09 base years and the first follow up
| Base year | Follow up | |||||||
| Tool | ||||||||
| Selection | Participants | Weighted rate | Unweighted rate | Capable | Participants | Weighted rate | Unweighted rate | |
| Base year schools |
1889 |
994 |
56 |
50 |
939 |
904 |
96.3 |
|
| Counselor |
944 |
852 |
91 |
90 |
939 |
925 |
99 |
|
| Administrator |
944 |
888 |
95 |
94 |
939 |
929 |
99 |
|
| Transfer schools | ||||||||
| Administrator |
1822 |
1346 |
72 |
|||||
| Assessment by teacher | ||||||||
| Science |
22597 |
16269 |
70 |
72 |
||||
| Math |
23621 |
17882 |
72 |
76 |
||||
| School | ||||||||
| School counselor |
25206 |
22790 |
90 |
90 |
20858 |
20601 |
99 |
99 |
| Administrator |
25206 |
23800 |
95 |
94 |
23432 |
22498 |
95 |
96 |
| Questionnaire by students |
25206 |
21444 |
86 |
85 |
25184 |
20594 |
82 |
82 |
| Parent assessment |
25206 |
16995 |
68 |
67 |
11952 |
8651 |
73 |
72 |
| Student evaluation |
25206 |
20781 |
83 |
82 |
25184 |
18507 |
73 |
74 |
Results
The statistical test results reveal that the analysis of this concept can lead to possible as well as useful estimations or predictions ( High School Longitudinal Study of 2009, 2009) . Thus, the enhancement of some data collection methods discloses an interesting physical significance in their parameters.
Conclusion
In a nutshell, the survey designs formulated support in estimating the target population with proper standard errors. The student levels that are assimilated to the contextual information from mathematics and science subjects, as well as parent supplied along with home contextual data. The estimated variance is provided in means that determine the standard errors.
References
High School Longitudinal Study of 2009 (HSLS:09), (2009) - Overview . Retrieved from https://nces.ed.gov/surveys/hsls09/
