Search Results: (1-15 of 114 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009451 | Mathematics 2007: Performance of Public School Students in Puerto Rico: Focus on the Content Areas
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2007 National Assessment of Educational Progress (NAEP) in mathematics. Average question scores are presented for all students and for male and female students in Puerto Rico for mathematics overall and for five subscales that represent mathematics content areas. Average question scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico had lower scores than the nation. Numerous sample questions are presented for each content area for each grade, along with response percentages for Puerto Rico and the nation. |
12/10/2008 |
| NCES 2009452 | Informe Puerto Rico 2007
Este informe se enfoca en el rendimiento de estudiantes de cuarto y octavo grado en Puerto Rico en varias áreas de contenido de matemáticas de la Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) de matemáticas. Se presentan puntuaciones promedio para todos los estudiantes y para niños y niñas en Puerto Rico para matemáticas en general y para cinco subescalas que representan las áreas de contenido de matemáticas. Para propósitos de comparación, se muestran puntuaciones promedio para estudiantes de escuelas públicas en Estados Unidos (excluyendo a Puerto Rico). En todos los casos, los estudiantes en Puerto Rico tuvieron puntuaciones inferiores a las de Estados Unidos. Para cada área de contenido y para cada grado se presentan numerosos ejemplos de preguntas junto con porcentajes de respuestas para Puerto Rico y Estados Unidos. |
12/10/2008 |
| NCES 2009001 | Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth administration of this international comparison since the 1995 initial administration. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both. The focus of the report is on the performance of U.S. students relative to their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. For a number of participating countries, changes in achievement can be documented over the last 12 years, from 1995 to 2007. This report also describes additional details about the achievement within the United States such as trends in the achievement of students by sex, race/ethnicity, and enrollment in schools with different levels of poverty. In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale. |
12/9/2008 |
| WWC IRMSAM08 | Accelerated Math
Accelerated Math, published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1–12. The Accelerated Math software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student progress. The software can be used in conjunction with the existing math curriculum to add practice components and potentially aid teachers in differentiating instruction through the program’s progress-monitoring data. Studies in this review assess the effectiveness of Accelerated Math as part of a school’s core math curriculum. |
9/30/2008 |
| NCES 2008088 | Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
This first look uses data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This report is intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods. It looks at multiple aspects of the cohort's middle school year; including overall achievement in reading, mathematics, and science; attainment of specific reading and mathematics proficiencies; participation in various school-sponsored activities; time spent on homework; and educational aspirations. The focus of this report is on the majority of the cohort promoted on schedule and for these children, the estimates are presented by various child and family characteristics. |
9/24/2008 |
| 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 |
| NCES 2008483 | NAEP High School Transcript Study 2005 Restricted-Use Data File
This CD-ROM contains data from the NAEP 2005 High School Transcript Study (HSTS), which was conducted in conjunction with the National Assessment of Educational Progress (NAEP). An Electronic Code Book (ECB); restricted-use data on high school courses; student and school demographics; and technical information for using, analyzing and interpreting the data, are included on the CD-ROM. This data file and ECB will be most useful for secondary researchers interested in high school course offerings, student course-taking patterns, and the relationship of these variables to student achievement, as measured by the NAEP 2005 Mathematics and Science assessments. |
8/19/2008 |
| 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 |
| 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 |
| NCES 2008032 | The Condition of Education 2008 in Brief
The Condition of Education 2008 in Brief contains a summary of 21 of the 43 indicators in The Condition of Education 2008. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; student achievement from the National Assessment of Educational Progress in reading, mathematics, and writing; status dropout rates; immediate transition to college; teacher turnover; educational attainment; expenditures for elementary and secondary education; undergraduate fields of study; and employment of college students. |
5/29/2008 |
| REL 2008043 | A Status Report on Middle School Mathematics Assessment and Student Achievement in the Pacific Region
This study answers one basic question: What is the status of student achievement in middle school mathematics in the Pacific Region jurisdictions? The findings provide a portrait of the types of mathematic assessments used in grades 7 and 8 and of how well students are performing. |
2/11/2008 |
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| NCES 2008319 | Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002)
This report documents and examines the relationship between the number and types of math courses taken in the 11th and 12th grade and growth in mathematics proficiency over the same time period. Using data from the Education Longitudinal Study of 2002 (ELS:2002), the analysis identifies the coursetaking sequences most prevalent among contemporary high school students in their junior and senior years, sociodemographic characteristics of the students who follow these course sequences, and the association between specific courses and course sequences and mathematics gains over the last two years of high school. Because most students (94 percent) entered the second half of high school with a mastery of basic mathematics skills such as simple arithmetic and operations, most learning during this time was in intermediate-level mathematics skills and concepts. For example, the percentage of students with an understanding of simple problem solving skills grew from 53 to 65 percentage points over the two year period. In terms of learning in specific content areas, the largest gains in intermediate skills such as simple operations and problem solving were made by those who followed the geometry–algebra II sequence. The largest gains in advanced skills such as derivations and making inferences from algebraic expressions were made by students who took precalculus paired with another course. The smallest gains were made by students who took one mathematics course or no mathematics courses during their last 2 years. |
1/8/2008 |
| NCES 2008477 | The Nation's Report Card:Informe Técnico de la Evaluación NAEP de Matemáticas enPuerto Rico
Este informe describe el contenido y la administración de la evaluación NAEP de matemáticas en Puerto Rico a modo de prueba en 2003 y 2005, los problemas con el desajuste de preguntas en los datos de 2003, los resultados de un análisis especial de validez y los planes para integrar a Puerto Rico a la muestra nacional en futuras administraciones. En 2003 la evaluación NAEP de matemáticas se administró en español, a modo de prueba, a estudiantes de escuelas públicas de cuarto y octavo grado en Puerto Rico. En comparación con otras jurisdicciones, en Puerto Rico hubo una mayor cantidad de datos faltantes, menos respuestas correctas de lo esperado para cada área de contenido y una mayor falta de concordancia entre el rendimiento esperado y el rendimiento real de los estudiantes en las preguntas (desajuste de preguntas). A partir de análisis preliminares de los datos de 2003, se realizaron cambios a los procedimientos de administración y traducción para la administración de NAEP de 2005 en Puerto Rico. El análisis de los datos de 2005 mostró una menor cantidad de respuestas faltantes y un mayor porcentaje de respuestas correctas en comparación con los de 2003. Dado que se realizaron modificaciones para la administración de 2005 en Puerto Rico, los resultados de NAEP de matemáticas no deben compararse entre los dos años. Sin embargo, los resultados de un análisis de validez indicaron que los datos de Puerto Rico podían ser informados en la escala de NAEP, y de esta manera se podían hacer comparaciones entre Puerto Rico y los Estados Unidos. En futuras administraciones de NAEP, la intención es incluir a Puerto Rico dentro de la muestra de Estados Unidos. |
12/26/2007 |
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