creator: Mullis , Ina V. S.
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Effective Schools in Mathematics: Perspectives from the NAEP 1992 Assessment. Research and Development Report.
description- – This research report provides information about the school context for learning mathematics and highlights some factors that National Assessment of Educational Progress (NAEP) analyses have found to be associated with effective schooling. Approximately 26,000 4th, 8th, and 12th graders in 1,500 public and private schools participated in the national assessment of mathematics. Data reported from questionnaire responses of students and school principals relate to school socioeconomic and demographic characteristics, student absenteeism, students changing schools, school problems and climate, high schools where students are college bound, impetuses for curriculum and instructional change, home support for academic achievement, mathematics classroom instruction, tracking, and course taking in grades 8 and 12. The most effective schools had students who watched less television, changed schools less often, were subject to only a moderate amount of testing in their mathematics classes (weekly to monthly), took more advanced courses, had positive attitudes toward academics, had fewer problems in the schools, and did mathematics and used calculators more frequently. The effectiveness of private schools was similar to that of public schools in which students, teachers, and parents have positive attitudes toward academics, and where few problems exist. At grades 4 and 8, a more stable student body with students who changed schools fewer times was associated with higher school effectiveness. In summary, students' home background and school socioeconomic indicators were powerful influences on academic achievement in mathematics. (MKR)
- – Students
- – 1994-10-01
America's Mathematics Problem: Raising Student Achievement. A Synthesis of Findings from NAEP's 1992 Mathematics Assessment.
description- – This booklet summarizes findings from data on mathematics achievement gathered on the 1992 National Assessment of Educational Progress (NAEP) for grades 4, 8, and 12. Approximately 26,000 4th, 8th, and 12th graders in 1,500 public and private schools participated in the national assessment. Information included in the report are: trends in achievement between 1990 and 1992, distribution of overall mathematics proficiency organized by state for grades 4, 8, and 12, performance on and examples of constructed-response questions, national results for demographic subgroups on two regular constructed-response tasks and an extended-response task, example of an extended-response task with scoring guide and sample responses, the school context for learning mathematics, trends and trouble spots in mathematics instruction, school effectiveness, background questionnaires, and procedures and methods. Findings for the performance of students on extended constructed-response questions include: (1) Approximately one-third to two-thirds of the students provided incorrect responses; (2) Substantial percentages of students left their papers blank; (3) Most students who did seem to understand the problems had difficulty explaining their work; and (4) From 1 to 16 percent of the students provided extended responses to each one of the tasks. On regular constructed-response questions, the average percentage correct by grade level was 42% for grade 4, 53% for grade 8, and 40% for grade 12. (MKR)
- – 1994-10-01
Benchmarking to International Achievement. TIMSS as a Starting Point To Examine Student Achievement.
description- – Reports from the Third International Mathematics and Science Study (TIMSS) provide a starting point from which to examine U.S. student achievement in mathematics and science in an international context. This publication illustrates how the different types of information found in the international reports can provide a springboard for in-depth reflection on the strengths and weaknesses of educational efforts in the United States at the national, state, and local levels. By highlighting some of the eighth-grade findings from TIMSS, this booklet aims to help readers better understand how TIMSS can serve as a tool for education reform. Policymakers and educators can compare the findings of TIMSS with local student performance and educational practices in order to facilitate reform initiatives. Contents include:"U.S. Achievement in International Context";"Improving Thoughtful Problem Solving in Mathematics";"Improving Scientific Understanding"; and"School Contexts for Learning."(AIM)
- – 1997-09-01
Science Achievement in the Primary School Years. IEA's Third International Mathematics and Science Study (TIMSS).
description- – A recently completed landmark study of mathematics and science education in more than 40 countries gathered information that can help address questions as to why students in one country do better in math and science than students in another. This report focuses on the results of the primary school science test of students in 26 countries, from the Third International Mathematics and Science Study (TIMMS). Details of how the study was conducted, the nature of the science test, country characteristics, differences in student achievement, student achievement by science content area, and an analysis of example problems are included. Ideas of intended and implemented curricula are discussed and a number of questions related to these ideas that TIMMS may answer are listed. (DDR)
- – 1997-06-01
- – Martin, Michael O.
- – Mullis , Ina V. S.
- – Beaton, Albert E.
- – Gonzalez , Eugenio J.
- – Smith, Teresa A.
- – Kelly , Dana L.
Mathematics Achievement in the Primary School Years. IEA's Third International Mathematics and Science Study (TIMSS).
description- – The Third International Mathematics and Science Study (TIMSS) is the largest and most ambitious international comparative study designed to provide policy makers, educators, researchers, and practitioners with information about educational achievement and learning contexts. Data were collected from 45 countries in more than 30 different languages. Five grade levels were tested in the two subject areas, totaling more than half a million students tested around the world. The six content dimensions covered in the TIMSS mathematics tests given to the primary school students include: whole numbers; fractions and proportionality; measurement, estimation, and number sense; data representation, analysis, and probability; geometry; and patterns, relations, and functions. The results in this report describe students' mathematics achievement at both the third and fourth grade levels. About one quarter of the questions were in the free-response format requiring students to generate and write their answers. Chapters include: (1)"International Student Achievement in Mathematics"; (2)"Average Achievement in the Mathematics Content Areas"; (3) Performance on Items within Each Mathematics Content Area"; (4)"Students' Backgrounds and Attitudes towards Mathematics"; (5)"Teachers and Instruction". Appendices contain an overview of TIMSS procedures, the test-curriculum matching analysis, and percentiles and standard deviations of mathematics achievement. (JRH)
- – 1997-06-01
Optimizing State NAEP: Issues and Possible Improvements. NAEP Validity Studies.
description- – The National Assessment of Educational Progress (NAEP) has conducted state assessments in 1990, 1992, 1994, and 1996. At present, after the fourth round of state assessments, it is clear that the program is generally successful. A survey of state testing directors indicates that the NAEP has considerable credibility as a valid and reliable source of information. Despite the high regard in which the NAEP is held, today's environment of limited federal and state resources has led to level funding for the NAEP and intense scrutiny about the best ways to optimize all its aspects, including state assessment. Because the state component can account for nearly half the budget devoted to NAEP cooperative agreements, considering how to reduce effort and maximize utility is a good idea. This paper addresses several topics in relation to making the state NAEP more effective. The first is the need to examine how to reduce the burden for many states. The major way to reduce the burden is probably to conduct state assessments on a relatively infrequent schedule while keeping the number of subjects and grades to a reasonable level. The main challenge is to maximize the information gained from these assessments. There is also a need for a stable assessment schedule, commensurate with the burden currently required by states. The greatest need is to promote the use of state NAEP data. 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 the states themselves and other organizations to address the data needs of different NAEP audiences. Promoting use will promote the participation and support necessary for the continued success of the state NAEP. (Contains 10 references.) (SLD)
- – 1997-05-01
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