Search Results: (1-15 of 134 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL TR00708 | Aligning Mathematics Assessment Standards: Texas and the 2009 National Assessment of Educational Progress (NAEP)
This Technical Brief examines the alignment between the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of TAKS science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the TAKS assessment standards go beyond the NAEP standards. The study finds that 74 percent of the NAEP grade 4, 81 percent of the NAEP grade 8, and 71 percent of the NAEP grade 12 assessment standards are either fully or partially addressed by the TAKS assessment standards. |
10/28/2008 |
| REL TR00808 | Aligning Mathematics Assessment Standards: Arkansas and the 2009 National Assessment of Educational Progress (NAEP)
This Technical Brief examines the current alignment between the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of ACTAAP science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the ACTAAP assessment standards go beyond the NAEP standards. The study finds that 78 percent of NAEP grade 4, 84 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the ACTAAP assessment standards. |
10/28/2008 |
| REL TR00908 | Aligning mathematics assessment standards: Louisiana and the 2009 National Assessment of Educational Progress (NAEP)
This technical brief examines the current alignment between the Louisiana Educational Assessment Program (LEAP) and Graduation Exit Examination (GEE) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of LEAP and GEE science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the LEAP and GEE assessment standards go beyond the NAEP standards. The study finds that 91 percent of NAEP grade 4, 90 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the LEAP or GEE mathematics assessment standards. |
10/28/2008 |
| REL TR01008 | Aligning Mathematics Assessment Standards: Oklahoma and the 2009 National Assessment of Educational Progress (NAEP)
This technical brief examines the current alignment between Oklahoma Core Curriculum Tests (OCCT) and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2001 in a similar study that examined the alignment of Oklahoma science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the OCCT assessment standards go beyond the NAEP standards. The study finds that 85 percent of NAEP grade 4, 89 percent of NAEP grade 8, and 74 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the OCCT mathematics assessment standards. |
10/28/2008 |
| REL TR01108 | Aligning Mathematics Assessment Standards: New Mexico and the 2009 National Assessment of Educational Progress (NAEP)
This technical brief examines the current alignment between the New Mexico Standards Based Assessment (NMSBA) assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of New Mexico science standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the NMSBA assessment standards go beyond the NAEP standards. The study finds that 92 percent of NAEP grade 4, 94 percent of NAEP grade 8, and 80 percent of NAEP grade 12 assessment standards (aligned with current NMSBA assessment standards) and 77 percent of NAEP grade 12 assessment standards (aligned with proposed NMSBA assessment standards) are either fully or partially addressed by the NMSBA assessment standards. |
10/28/2008 |
| NCES 2008491 | NAEP 2007 National and State Mathematics Assessments (Grade 4) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 mathematics assessments for use in the analysis of NAEP data by secondary researchers. The national and state mathematics assessments were conducted at grades 4 and 8. The grade 8 data are available on a separate CD-ROM (see NCES 2008492). A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/10/2008 |
| NCES 2008492 | NAEP 2007 National and State Mathematics Assessments (Grade 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 mathematics assessments for use in the analysis of NAEP data by secondary researchers. The national and state mathematics assessments were conducted at grades 4 and 8. The grade 4 data are available on a separate CD-ROM (see NCES 2008491). A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/10/2008 |
| REL 2008053 | Math Education Practices for Students with Disabilities and Other Struggling Learners: Case Studies of Six Schools in two Northeast and Islands Region States
This report describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs. |
9/2/2008 |
| REL 2008051 | Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in Massachusetts
This report-analyzing the mathematics performance of grade 4 students with disabilities in Massachusetts across several metrics (by locale-need combination categories, in top-performing schools, and relative to general education students)-finds that the proportion of students with disabilities scoring proficient fell by less than 1 percentage point between 2004 and 2006. The proficiency gap between general education students and students with disabilities was 30 percentage points in 2006 and decreased by almost 2 percentage points over the period. |
9/2/2008 |
| REL 2008050 | Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State
This report describes the mathematics performance of grade 4 students with disabilities across schools categorized by need-to-resource capacity and compares their performance by school with that of general education students across New York State from 2003 to 2005. It finds that the percentage of students with disabilities scoring proficient increased over time and that the proficiency gap between this subgroup and general education students narrowed by 1 percentage point. |
8/25/2008 |
| WWC QRBG0808 | WWC Quick Review of the Article "Promoting Broad and Stable Improvements in Low-Income Children’s Numerical Knowledge Through Playing Number Board Games"
This study examined whether playing number board games improved numeracy skills of low-income preschoolers. |
8/7/2008 |
| REL 2008058 | Examining the Links Between Grade 12 Mathematics and Remedial Courses in Nevada Public Colleges and Universities
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics. |
8/5/2008 |
| WWC QRAE0708 | WWC Quick Review of the Article "The Advantage of Abstract Examples in Learning Math"
This study examined whether college students are better able to apply knowledge of simple mathematical concepts when they are taught the concepts using abstract symbols or concrete examples. |
7/15/2008 |
| NCEE 20084021 | The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation
The report, Enhanced Academic Instruction in After-School Programs, is the first of two reports and presents implementation and impact findings after one year of program operation. This study tests whether interventions of structured approaches to academic instruction in after-school programs (one for reading and one for math) produce better academic outcomes than regular after-school services that consist primarily of help with homework or locally assembled materials that do not follow a structured curriculum. Compared to students attending regular after-school program activities, the students selected for the after-school math program received, on average, an additional 49 hours of instruction; students selected for the reading program received 48 hours of additional instruction, on average. The evaluation found a statistically significant difference in student achievement between students in the math after-school program and those in the regular after-school activities. In study sites implementing the reading program, there was no statistically significant difference in reading achievement between students in the reading after-school program and those in the regular after-school activities. |
6/10/2008 |
| NCES 2008486 | NAEP 1978-2004 Mathematics Long-Term Trend Restricted-Use Data File
This CD-ROM contains data and documentation files for the NAEP Mathematics Long-Term Trend assessments at ages 9, 13, and 17 for the years 1978, 1982, 1986, 1990, 1992, 1994, 1996, 1999, and 2004 for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
6/9/2008 |
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