WorldCat Identities

Mullis, Ina V. S.

Overview
Works: 142 works in 356 publications in 1 language and 9,740 library holdings
Genres: Cross-cultural studies  Longitudinal studies 
Roles: Author, Editor, Other
Classifications: QA13, 510.71273
Publication Timeline
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Most widely held works by Ina V. S Mullis
The State of mathematics achievement : NAEP's 1990 assessment of the nation and the trial assessment of the states( Book )

3 editions published in 1991 in English and held by 444 WorldCat member libraries worldwide

NAEP 1992 mathematics report card for the nation and the states : data from the national and trial state assessments( Book )

3 editions published in 1993 in English and held by 430 WorldCat member libraries worldwide

Accelerating academic achievement : a summary of findings from 20 years of NAEP by Ina V. S Mullis( Book )

6 editions published in 1990 in English and held by 413 WorldCat member libraries worldwide

Trends in academic progress : achievement of U.S. students in science, 1969-70 to 1990, mathematics, 1973 to 1990, reading, 1971 to 1990, writing, 1984 to 1990 by Educational Testing Service( Book )

3 editions published in 1991 in English and held by 412 WorldCat member libraries worldwide

The science report card : elements of risk and recovery, trends and achievement based on the 1986 National Assessment by Ina V. S Mullis( Book )

10 editions published between 1988 and 1990 in English and held by 398 WorldCat member libraries worldwide

Evidence from the National Assessment of Educational Progress (naep) and other sources suggests that both the content and structure of our school science curricula are generally incongruent with the ideals of the scientific enterprise. By neglecting the kinds of instructional activities that make purposeful connections between the study and practice of science, educators fail to help students understand the true spirit of science. The results from the NAEPs 1986 science assessment indicate recent improvements at all three age levels assessed. This document presents the results of the 1986 assessment. Data are presented as trends in average proficiency; levels of proficiency for the nation and demographic subgroups; the context for learning; the relationship between course taking and proficiency; teacher qualifications and classroom practices; experiential, home and attitudinal factors associated with science learning; independent learning experiences, parental and educational support; and student views of science learning. Appendices include discussions of procedures and data tables. (Cw)
The State of mathematics achievement : executive summary : NAEP's 1990 assessment of the nation and the trial assessment of the states( Book )

5 editions published in 1991 in English and held by 348 WorldCat member libraries worldwide

Benchmarking to international achievement : TIMSS as a starting point to examine student achievement by Ina V. S Mullis( Book )

6 editions published in 1997 in English and held by 346 WorldCat member libraries worldwide

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)
Effective schools in mathematics : perspectives from the NAEP 1992 assessment by Ina V. S Mullis( Book )

2 editions published in 1994 in English and held by 344 WorldCat member libraries worldwide

America's mathematics problem : raising student achievement : a synthesis of findings from NAEP's 1992 mathematics assessment( Book )

2 editions published in 1994 in English and held by 329 WorldCat member libraries worldwide

Executive summary of the NAEP 1992 mathematics report card for the nation : data from the national and trial state assessments( Book )

2 editions published in 1993 in English and held by 310 WorldCat member libraries worldwide

NAEP 1992 reading report card for the nation and the states : data from the national and trial state assessments by Ina V. S Mullis( Book )

3 editions published in 1993 in English and held by 310 WorldCat member libraries worldwide

The National Assessment of Educational Progress' (naep) 1992 reading assessment was administered to nationally representative samples of fourth-, eighth-, and twelfth-grade students attending public and private schools, and to state representative public-school samples of fourth graders in 43 jurisdictions. Nearly 140,000 students were assessed in all. Data were summarized on the naep reading proficiency scale ranging from 0 to 500, and results were reported according to three achievement levels at each grade--basic, proficient, and advanced. Major findings were that (1) 59% of the fourth graders, 69% of eighth graders, and 75% of twelfth graders reached the basic level or beyond; (2) 25%, 28%, and 37% of grade 4, 8, and 12 students met or exceeded the proficient level, respectively; (3) from 2% to 4% of students at any of the grade levels achieved the "advanced" performance level; (4) fourth graders within the basic level generally understood simple narratives; (5) eighth graders reading within the basic level demonstrated literal understanding of passages; (6) twelfth graders within the basic level were able to interpret aspects of the passages they read and make connections between their reading and their own knowledge; (7) students attending private schools had higher average reading proficiency than students at public schools; (8) considerable variation in performance existed within and across participating states; (9) females had higher average reading proficiency than males at all three grade levels; and (10) fourth graders appeared to be learning reading through varied instructional approaches. (Contains 67 tables and 9 figures of data; a detailed description of anchoring the achievement levels, an overview of procedures, state contextual background factors, and reading passages are attached.) (Rs)
Executive summary of the NAEP 1992 reading report card for the nation and the states : data from the national and trial state assessments by Ina V. S Mullis( Book )

2 editions published in 1993 in English and held by 303 WorldCat member libraries worldwide

Crossroads in American education : a summary of findings by Arthur N Applebee( Book )

8 editions published between 1989 and 1990 in English and held by 300 WorldCat member libraries worldwide

Who reads best? : factors related to reading achievement in grades 3, 7, and 11 by Arthur N Applebee( Book )

2 editions published in 1988 in English and held by 297 WorldCat member libraries worldwide

Writing : trends across the decade, 1974-84 by Arthur N Applebee( Book )

6 editions published between 1984 and 1986 in English and held by 278 WorldCat member libraries worldwide

A Preliminary report of national estimates from the National Assessment of Educational Progress 1992 mathematics assessment by Emerson J. Comp Elliott( Book )

2 editions published in 1993 in English and held by 267 WorldCat member libraries worldwide

This report contains preliminary results from the 1992 mathematics assessment by the National Assessment of Educational Progress (NAEP) of nationally representative samples of about 26,000 4th, 8th and 12th grade students in 1,500 public schools and private schools in 44 states; and compares data to findings from the 1990 NAEP mathematics tests. An introduction addresses specifications for the 1992 assessment, and describes reporting in terms of achievement levels established by the National Assessment Governing Board (NAGB). Another section offers national student profiles for the three grades, including comparisons to student profiles from the 1990 assessment. A mathematics achievement section considers national performance by race/ethnicity, gender, region, community type, and school type; and offers comparisons with 1990 assessment data. Data show that: (1) student mathematics achievement improved between 1990 and 1992 (the average proficiency score increased for the 3 grades, a greater percentage of students at all 3 grade levels reached the achievement level standard of basic or above, and a greater percentage of students in grades 4 and 8 reached the achievement level standard of proficient or above); and (2) about 2 in 10 students reached the solid academic achievement level (proficient or above), while nearly 4 in 10 did not reach the partial mastery level (basic or above), 18 percent of fourth graders reached the proficient level or above, as did 25 percent of the eighth graders and 16 percent of the 12th graders, 36 to 39 percent of the students were below the basic level, and 2 to 4 percent reached the advanced level. Six tables are included. An appendix provides additional data and supporting material. (RLC)
Science learning matters : an overview of the Science Report Card( Book )

3 editions published in 1988 in English and held by 265 WorldCat member libraries worldwide

NAEP 1992 trends in academic progress : achievement of U.S. students in science, 1969 to 1992 - mathematics, 1973 to 1992 - reading, 1971 to 1992 - writing, 1984 to 1992 by National Assessment of Educational Progress (Project)( Book )

3 editions published in 1994 in English and held by 265 WorldCat member libraries worldwide

The writing report card : writing achievement in American schools by Arthur N Applebee( Book )

5 editions published between 1986 and 1987 in English and held by 226 WorldCat member libraries worldwide

Based on the National Assessment of Educational Progress (naep) 1984 assessment of the writing achievement of American school children, this report presents national and demographic subgroup achievement results for students in grades four, eight, and eleven, and discusses students' attitudes toward writing and instruction. The first chapter describes the tasks and evaluation criteria used in the study and highlights results of the study, including the following: (1) although many students appeared to know the basic elements of analytic writing, such writing was difficult for students in all grades; (2) while most students could express their points of view in persuasive writing, many had difficulty providing evidence for those viewpoints; (3) students had less difficulty with tasks requiring short responses based on personal experience; (4) students found it moderately difficult to write well-developed stories; (5) home environment is related to writing achievement; (6) students who indicated writing three or more reports and essays during a 6-week period had higher achievement levels than students who reported not writing during that time period; (7) students' positive attitudes toward writing deteriorate steadily across the grades; (8) students reported that their teachers are more likely to mark mistakes than to show an interest in what they write or to make suggestions for the next paper; and (9) content area writing increases between grades four and eight, and decreases again in senior high school. The next four chapters provide specific achievement data by grade level for informative, persuasive, and imaginative writing, and for writing performance among various demographic subgroups. The remaining three chapters focus on students' responses to questions concerning writing and writing instruction, specifically, their values and attitudes toward writing, how they manage the writing process, and what they write and the help they receive. (Hth)
 
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Alternative Names
Mullis, Ina V.

Languages
English (78)