Search Results: (16-30 of 171 records)
Pub Number | Title | ![]() |
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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 2009033 | Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine (1) the amount of time that students’ public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often their children did homework at home in the first, third, and fifth grades. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. The findings indicate that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening, whereas generally children in lower minority schools had teachers who expected less homework. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week. |
12/2/2008 |
NCES 2009453 | Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities
This report examines the relationship between various characteristics of students with disabilities (SD) and the probability that they would be included in the National Assessment of Educational Progress (NAEP) assessments. Characteristics examined included the type of disability, the severity level of the disability, and whether the student requires accommodations not permitted by NAEP. For various reasons, inclusion of SDs varies from state-to-state, and sometimes within states from year-to-year. Some students, for example, cannot participate meaningfully in the assessments due to the nature of their disabilities or because their Individualized Educational Programs (IEPs) specify an accommodation that is not permitted in NAEP assessments. To address the concern that such fluctuations may affect the validity of reports on achievement trends, NAEP has:
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11/18/2008 |
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 |
WWC IRMSMT08 | MathThematics
MathThematics is a mathematics curriculum for grades 6 through 8 that combines activity-based, discovery learning with direct instruction. The textbook for each grade level has eight instructional modules, with each module focused on a theme. Open-ended questions and projects are utilized throughout the curriculum to assess problem-solving skills and the ability to communicate mathematically. |
10/21/2008 |
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 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 |