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Finds students report course-taking patterns reasonably well, but provide poor accuracy for sensitive items such as when Algebra I was completed and the grade earned, with inconsistencies linked to specific student characteristics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/understanding-student-self-reports-of-academic-performance-and-course-taking-behavior/590654/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/understanding-student-self-reports-of-academic-performance-and-course-taking-behavior/590654.png","ImageObject",300,407,{"name":42,"@type":43},"Stanley","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data source does the study use to assess students’ reporting accuracy?","Question",{"text":63,"@type":64},"The study uses the High School Longitudinal Study (HSLS:09) and compares survey responses with school course transcript data.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which types of factual questions are examined for accuracy?",{"text":68,"@type":64},"It focuses on mathematics course-taking and grades, including when students completed Algebra I and the grade earned in the course.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings show about student self-report accuracy?",{"text":72,"@type":64},"Students report course-taking patterns reasonably well, but they are poor reporters for more sensitive factual questions related to completion timing and course grades.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},590654,1792190346,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336477405376,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","AERA Open  \nApril-June 2017, Vol. 3, No. 2, pp. 1–14 DOI: 10. 1177/2332858417711427 © The Author(s) 2017. [http://ero.sagepub.com](http://ero.sagepub.com)  \nUnderstanding Student Self-Reports of Academic Performance and Course-Taking Behavior  \nJeffrey A. Rosen  \nRTI International–Chicago  \nStephen R. Porter  \nNorth Carolina State University  \nJim Rogers  \nRTI International–Research Triangle Park  \nIn recent years, student surveys have played an increasingly large role in educational research, policy making, and, particularly, accountability efforts. However, research on the accuracy of students’self-reports about themselves and their education is limited to analyses of overall grade point average and ACT/SAT standardized test scores. Using a unique data set, we investigate the accuracy of students’survey responses to questions about their course taking and grades in mathematics during high school. We then analyze which student and survey characteristics influence accuracy. We find that students are reasonably good reporters of course-taking patterns but poor reporters of more potentially sensitive questions, including when the student completed Algebra I and the grade earned in the course. We find that lack of accuracy in student survey reports is consistently related to several student characteristics.  \nKeywords: educational policy, measurements, policy, self reports, survey research, validity/reliability  \nSurveys are one of the most common ways to collect information about students. They are used extensively in academic educational research, primarily to collect information about students that is not easily accessible. Student surveys also play an increasingly large role in accountability efforts in many school districts. Perhaps the best known of these student surveys is the Tripod 7C 1 (Ferguson, 2008, 2012), in which students respond to questions about their teacher and their classroom environment. The Tripod 7C has been administered in school districts for over a decade, resulting in, according to the developers, data being collected from millions of students in every region of the United States. More recently, the CORE Districts in California are implementing a new School Quality Ratings Index2 that heavily weighs self-reported student data, while the New York City school district administers the NYC School Survey3 to students in Grades 6–12 to understand more about the learning environment.  \nAcademic researchers and school administrators conduct surveys of students to collect information not available in administrative or other databases. Yet our heavy reliance on student survey data raises questions about their accuracy. While many student survey questions are attitudinal (e.g.,“I get nervous in this class”), academic and administrative surveys ask students factual questions about themselves, their  \nclassrooms, and their schools. Factual questions are distinguished from attitudinal questions in that they have a clear and correct answer. For example, responses to questions about a student’s overall grade point average (GPA) or whether his or her teacher asks questions during class to be sure that students are following along while he or she teaching could be compared with data from administrative databases or classroom observations. While attitudinal questions query the respondents about their states of mind and thus cannot be verified, responses to factual questions have correct answers and can be independently verified.  \nThis raises an important question: To what extent do K–12 students accurately respond to these types of questions? Despite a growing reliance on students reporting factual information about themselves and their classrooms in school practice and academic research, we know quite little about the accuracy of student self-reports, particularly related to the specific types of questions on which students tend to inaccurately report. The literature in this area is largely confined to comparing self-r","cbCaieFAZy1mJWwt","https://ap.wps.com/l/cbCaieFAZy1mJWwt","pdf",797700,14,"English","# Introduction\n## Accuracy of student self-reports\n# Study purpose and data source\n## HSLS:09 transcript comparison\n# Methods and key findings\n## Course-taking vs sensitive factual items","[{\"question\":\"What data source does the study use to assess students’ reporting accuracy?\",\"answer\":\"The study uses the High School Longitudinal Study (HSLS:09) and compares survey responses with school course transcript data.\"},{\"question\":\"Which types of factual questions are examined for accuracy?\",\"answer\":\"It focuses on mathematics course-taking and grades, including when students completed Algebra I and the grade earned in the course.\"},{\"question\":\"What do the findings show about student self-report accuracy?\",\"answer\":\"Students report course-taking patterns reasonably well, but they are poor reporters for more sensitive factual questions related to completion timing and course grades.\"}]","Understanding Student Self-Reports of Academic Performance and Course-Taking Behavior | PDF",1792070136,35]