creator: Mullis, Ina V. S.
description- – This report presents the mathematics assessment results from the 1992 National Assessment of Educational Progress (NAEP). The assessment included nearly 250,000 fourth-, eighth-, and twelfth-grade students attending approximately 10,000 schools across the nation and the states. Students' performance is categorized into three achievement levels: Basic, Proficient, and Advanced. Among the major findings were that: (1) for the nation there were statistically significant increases in average mathematics proficiency in all grades and in both public and private schools from 1990 to 1992; (2) despite these positive findings, 60 percent of the students in grades 4, 8, and 12 were estimated to be at or above the Basic level on the 1992 mathematics assessment; (3) considerable variation in performance existed within and across states and territories; (4) increases in mathematics proficiency between 1990 and 1992 did little to alter the relative standings of the demographic groups; (5) gains were noted in the content areas of numbers and operations, measurement, geometry, data analysis, and algebra, and (6) one-fifth of the 4th graders, two-thirds of the 8th graders, and 90 percent of the 12th graders demonstrated ability in solving two-step problems involving multiplication and division. Chapter 1 contains overall achievement results for the states by grade and by state. Chapter 2 contains results for the nation and states by the demographic groups of race/ethnicity (White, Black, Hispanic, Asian/Pacific Islander, American Indian); gender; type of community (advantaged urban, disadvantaged urban, extreme rural, and other); parents' highest level of education; and type of school (public, Catholic, private). Chapter 3 contains national and state mathematical content areas of estimation, numbers and operations, measurement, geometry, statistics, algebra, and functions. The four appendices, one-third of the document, discuss NAEP's anchor-level results, the guidelines for sample participation, state contextual background factors, and an overview of the procedures used in the 1992 mathematics assessments. (MDH)
subjectcollectiondatepublishercreator description- – This report is incorporated into"Attaining Excellence: A TIMSS Resource Kit."Released in Fall 1997, the TIMSS resource kit was developed for educators and those interested in using TIMSS data to improve teaching, curricula, and student achievement in state and local communities. This module presents information about the grade 8 mathematics assessments conducted by the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS). The first section of the mathematics assessment module compares the frameworks underlying the NAEP and TIMSS grade 8 mathematics assessments and the distributions of test questions across content areas, focusing on the areas of geometry and algebra. The second and third sections of the module describe the geometry and algebra portions of the assessments in detail using actual test questions (often called"items") from the NAEP and TIMSS assessments to illustrate how areas of the frameworks became operationalized into test questions. Assessment results are provided for the geometry and algebra questions to give some perspective on U.S. performance in these two mathematics content areas. (Contains 14 references.) (ASK)
subjectcollectiondatepublishercreator description- – This paper addresses three key topics related to making state National Assessment of Educational Progress (NAEP) assessments more efficient: (1) reducing the burden for the states; (2) stabilizing the assessment schedule; and (3) facilitating and promoting the use of state NAEP data. The paper recommends promoting the use of state NAEP data for the continued success of the NAEP program. It suggests that this could involve devoting greater attention to how best to link state assessment and NAEP results, developing more timely and user-friendly reports and working with states and other organizations to address the needs of different NAEP audiences more effectively. The paper also suggests spending proportionately less of the state NAEP resources on data collection and more on disseminating information about the many uses of the program. (Contains 3 tables and 10 references.) (SLD)
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