Reese, Clyde M.
Overview
Works:  110 works in 217 publications in 1 language and 17,184 library holdings 

Genres:  Longitudinal studies 
Roles:  Author 
Classifications:  QA13, 510.71073 
Publication Timeline
.
Most widely held works by
Clyde M Reese
NAEP 1996 science report card for the nation and the states : findings from the National Assessment of Educational Progress by
Christine Y O'Sullivan(
Book
)
3 editions published in 1997 in English and held by 459 WorldCat member libraries worldwide
3 editions published in 1997 in English and held by 459 WorldCat member libraries worldwide
NAEP 1996 mathematics report card for the nation and the states : findings from the National Assessment of Educational Progress(
Book
)
2 editions published in 1997 in English and held by 416 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 416 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools by
Clyde M Reese(
Book
)
4 editions published in 1997 in English and held by 333 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS), 1,313 students in 38 public schools were assessed at the fourthgrade level and 620 students in 12 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of DDESS fourth and eighthgrade students, compares their overall performance to students in the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in DDESS was 224 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in DDESS was 269 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males was higher than that of females in the DDESS; nationwide, however, the performance of males did not differ significantly from that of females. The average mathematics scale score of eighth grade males did not differ significantly from that of females in either the DDESS or the nation. At the fourth and eighth grades, White students in DDESS had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
4 editions published in 1997 in English and held by 333 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS), 1,313 students in 38 public schools were assessed at the fourthgrade level and 620 students in 12 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of DDESS fourth and eighthgrade students, compares their overall performance to students in the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in DDESS was 224 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in DDESS was 269 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males was higher than that of females in the DDESS; nationwide, however, the performance of males did not differ significantly from that of females. The average mathematics scale score of eighth grade males did not differ significantly from that of females in either the DDESS or the nation. At the fourth and eighth grades, White students in DDESS had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
NAEP 1996 mathematics state report for Oregon by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 317 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Oregon, 2,233 students in 95 public schools were assessed at the fourthgrade level and 2,323 students in 98 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Oregon fourth and eighthgrade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Oregon was 223 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Oregon was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Oregon or the nation. At the fourth and eighth grades, White students in Oregon had an average mathematics scale score that was higher than that of Hispanic and American Indian students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
3 editions published in 1997 in English and held by 317 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Oregon, 2,233 students in 95 public schools were assessed at the fourthgrade level and 2,323 students in 98 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Oregon fourth and eighthgrade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Oregon was 223 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Oregon was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Oregon or the nation. At the fourth and eighth grades, White students in Oregon had an average mathematics scale score that was higher than that of Hispanic and American Indian students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
NAEP 1996 mathematics state report for Pennsylvania by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 316 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Pennsylvania, 2,347 students in 90 public schools were assessed at fourth grade. This report describes the mathematics proficiency of Pennsylvania fourthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Pennsylvania was 226 compared to 222 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Pennsylvania or the nation. At the fourth grade, White students in Pennsylvania had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software
3 editions published in 1997 in English and held by 316 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Pennsylvania, 2,347 students in 90 public schools were assessed at fourth grade. This report describes the mathematics proficiency of Pennsylvania fourthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Pennsylvania was 226 compared to 222 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Pennsylvania or the nation. At the fourth grade, White students in Pennsylvania had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software
NAEP 1996 mathematics state report for Missouri by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 316 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Missouri, 2,643 students in 107 public schools and 449 students in 23 nonpublic schools were assessed at the fourthgrade level and 2,386 students in 105 public schools and 353 students in 22 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Missouri fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Missouri was 225 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Missouri was 273 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Missouri or the nation. At the fourth and eighth grades, White students in Missouri had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software
3 editions published in 1997 in English and held by 316 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Missouri, 2,643 students in 107 public schools and 449 students in 23 nonpublic schools were assessed at the fourthgrade level and 2,386 students in 105 public schools and 353 students in 22 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Missouri fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Missouri was 225 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Missouri was 273 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Missouri or the nation. At the fourth and eighth grades, White students in Missouri had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software
NAEP 1996 mathematics state report for New Jersey by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New Jersey, 1,961 students in 78 public schools were assessed at fourthgrade. This report describes the mathematics proficiency of New Jersey fourthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in New Jersey was 227 compared to 222 throughout the United States. The average mathematics scale score of fourth and eighth grade males was higher than that of females in New Jersey; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth grade, White students in New Jersey had an average mathematics scale score that was higher than that of Black and Hispanic students but was lower than that of Asian/Pacific Islander students. (ASK)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New Jersey, 1,961 students in 78 public schools were assessed at fourthgrade. This report describes the mathematics proficiency of New Jersey fourthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in New Jersey was 227 compared to 222 throughout the United States. The average mathematics scale score of fourth and eighth grade males was higher than that of females in New Jersey; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth grade, White students in New Jersey had an average mathematics scale score that was higher than that of Black and Hispanic students but was lower than that of Asian/Pacific Islander students. (ASK)
NAEP 1996 mathematics state report for Indiana by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Indiana, 2,470 students in 96 public schools and 297 students in 15 nonpublic schools were assessed at the fourthgrade level and 2,347 students in 96 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Indiana fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Indiana was 229 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Indiana was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males was higher than that of females in Indiana; nationwide, however, the performance of males did not differ significantly from that of females. The average mathematics scale score of eighth grade males did not differ significantly from that of females in either Indiana or the nation. At the fourth and eighth grades, White students in Indiana had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Indiana, 2,470 students in 96 public schools and 297 students in 15 nonpublic schools were assessed at the fourthgrade level and 2,347 students in 96 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Indiana fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Indiana was 229 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Indiana was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males was higher than that of females in Indiana; nationwide, however, the performance of males did not differ significantly from that of females. The average mathematics scale score of eighth grade males did not differ significantly from that of females in either Indiana or the nation. At the fourth and eighth grades, White students in Indiana had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
NAEP 1996 mathematics state report for North Dakota by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In North Dakota, 2,666 students in 120 public schools were assessed at the fourthgrade level and 2,602 students in 108 public schools and 194 students in 12 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of North Dakota fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in North Dakota was 231 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in North Dakota was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either North Dakota or the nation. At the fourth grade, White students in North Dakota had an average mathematics scale score that was not significantly different form that of Hispanic and American Indian students. eighth grade, White students in North Dakota had an average mathematics scale score that was higher than that of Hispanic and American Indian students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In North Dakota, 2,666 students in 120 public schools were assessed at the fourthgrade level and 2,602 students in 108 public schools and 194 students in 12 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of North Dakota fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in North Dakota was 231 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in North Dakota was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either North Dakota or the nation. At the fourth grade, White students in North Dakota had an average mathematics scale score that was not significantly different form that of Hispanic and American Indian students. eighth grade, White students in North Dakota had an average mathematics scale score that was higher than that of Hispanic and American Indian students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
NAEP 1996 mathematics state report for Iowa by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Iowa, 2,359 students in 95 public schools and 284 students in 15 nonpublic schools were assessed at the fourthgrade level and 2,169 students in 93 public schools and 282 students in 15 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Iowa fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Iowa was 229 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Iowa was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Iowa or the nation. At the fourth and eighth grades, White students in Iowa had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Iowa, 2,359 students in 95 public schools and 284 students in 15 nonpublic schools were assessed at the fourthgrade level and 2,169 students in 93 public schools and 282 students in 15 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Iowa fourth and eighthgrade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Iowa was 229 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Iowa was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Iowa or the nation. At the fourth and eighth grades, White students in Iowa had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software
NAEP 1996 mathematics state report for Washington by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Washington, 2,640 students in 105 public schools were assessed at the fourthgrade level and 2,434 students in 103 public schools and 182 students in 9 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Washington fourth and eighthgrade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Washington was 225 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Washington was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Washington or the nation. At the fourth and eighth grades, White students in Washington had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Washington, 2,640 students in 105 public schools were assessed at the fourthgrade level and 2,434 students in 103 public schools and 182 students in 9 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Washington fourth and eighthgrade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Washington was 225 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Washington was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Washington or the nation. At the fourth and eighth grades, White students in Washington had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
NAEP 1996 mathematics state report for South Carolina by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In South Carolina, 2,364 students in 92 public schools were assessed at the fourthgrade level and 2,143 students in 91 public schools and 164 students in 10 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of South Carolina fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in South Carolina was 213 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in South Carolina was 261 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either South Carolina or the nation. At the fourth and eighth grades, White students in South Carolina had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
3 editions published in 1997 in English and held by 315 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In South Carolina, 2,364 students in 92 public schools were assessed at the fourthgrade level and 2,143 students in 91 public schools and 164 students in 10 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of South Carolina fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in South Carolina was 213 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in South Carolina was 261 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either South Carolina or the nation. At the fourth and eighth grades, White students in South Carolina had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
NAEP 1996 mathematics state report for Tennessee by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Tennessee, 2,473 students in 98 public schools were assessed at the fourthgrade level and 2,300 students in 98 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Tennessee fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Tennessee was 219 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Tennessee was 263 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Tennessee or the nation. At the fourth and eighth grades, White students in Tennessee had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Tennessee, 2,473 students in 98 public schools were assessed at the fourthgrade level and 2,300 students in 98 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Tennessee fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Tennessee was 219 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Tennessee was 263 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Tennessee or the nation. At the fourth and eighth grades, White students in Tennessee had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
NAEP 1996 mathematics state report for North Carolina by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In North Carolina, 2,658 students in 106 public schools were assessed at the fourthgrade level and 2,638 students in 107 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of North Carolina fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in North Carolina was 224 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in North Carolina was 268 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either North Carolina or the nation. At the fourth and eighth grades, White students in North Carolina had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In North Carolina, 2,658 students in 106 public schools were assessed at the fourthgrade level and 2,638 students in 107 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of North Carolina fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in North Carolina was 224 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in North Carolina was 268 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either North Carolina or the nation. At the fourth and eighth grades, White students in North Carolina had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
NAEP 1996 mathematics state report for New York by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New York, 2,248 students in 90 public schools and 495 students in 23 nonpublic schools were assessed at the fourthgrade level and 1,962 students in 84 public schools and 539 students in 30 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of New York fourth and eighthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in New York was 223 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in New York was 270 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either New York or the nation. At the fourth and eighth grades, White students in New York had an average mathematics scale score that was higher than that of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New York, 2,248 students in 90 public schools and 495 students in 23 nonpublic schools were assessed at the fourthgrade level and 1,962 students in 84 public schools and 539 students in 30 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of New York fourth and eighthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in New York was 223 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in New York was 270 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either New York or the nation. At the fourth and eighth grades, White students in New York had an average mathematics scale score that was higher than that of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
NAEP 1996 mathematics state report for Colorado by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Colorado, 2,609 students in 107 public schools and 174 students in 10 nonpublic schools were assessed at the fourthgrade level and 2,530 students in 108 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Colorado fourth and eighthgrade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Colorado was 226 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Colorado was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Colorado or the nation. The average mathematics scale score of eighth grade males was higher than that of females in Colorado; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth grade, White students in Colorado had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. At the eighth grade, White students in Colorado had an average mathematics scale score that was higher than that of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
3 editions published in 1997 in English and held by 314 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Colorado, 2,609 students in 107 public schools and 174 students in 10 nonpublic schools were assessed at the fourthgrade level and 2,530 students in 108 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Colorado fourth and eighthgrade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Colorado was 226 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Colorado was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Colorado or the nation. The average mathematics scale score of eighth grade males was higher than that of females in Colorado; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth grade, White students in Colorado had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. At the eighth grade, White students in Colorado had an average mathematics scale score that was higher than that of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
NAEP 1996 mathematics state report for Maine by
Clyde M Reese(
Book
)
4 editions published in 1997 in English and held by 313 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Maine, 2,115 students in 97 public schools and 101 students in 8 nonpublic schools were assessed at the fourthgrade level and 2,258 students in 93 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Maine fourth and eighthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Maine was 232 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Maine was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Maine or the nation. At the fourth grade, White students in Maine had an average mathematics scale score that was higher than that of Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
4 editions published in 1997 in English and held by 313 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Maine, 2,115 students in 97 public schools and 101 students in 8 nonpublic schools were assessed at the fourthgrade level and 2,258 students in 93 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Maine fourth and eighthgrade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Maine was 232 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Maine was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Maine or the nation. At the fourth grade, White students in Maine had an average mathematics scale score that was higher than that of Hispanic students. (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
NAEP 1996 mathematics state report for New Hampshire by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 313 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New Hampshire, 212 students in 12 nonpublic schools were assessed at the eighthgrade level. (To ensure comparability across jurisdictions, the National Center for Education Statistics, has established guidelines for school and student participation rates. In 1996, New Hampshire participated at grade 8 only, with both public and nonpublic school samples. The grade 8 public school sample did not meet the guidelines for publication, due to low participation rate; however, the nonpublic school sample was sufficient to meet the guidelines for publication.) This report describes the mathematics proficiency of New Hampshire eighthgrade nonpublic school students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
3 editions published in 1997 in English and held by 313 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New Hampshire, 212 students in 12 nonpublic schools were assessed at the eighthgrade level. (To ensure comparability across jurisdictions, the National Center for Education Statistics, has established guidelines for school and student participation rates. In 1996, New Hampshire participated at grade 8 only, with both public and nonpublic school samples. The grade 8 public school sample did not meet the guidelines for publication, due to low participation rate; however, the nonpublic school sample was sufficient to meet the guidelines for publication.) This report describes the mathematics proficiency of New Hampshire eighthgrade nonpublic school students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). (ASK) Note:The following two links are notapplicable for textbased browsers or screenreading software. Show
NAEP 1996 mathematics state report for Florida by
Clyde M Reese(
Book
)
4 editions published in 1997 in English and held by 312 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Florida, 2,549 students in 106 public schools were assessed at the fourthgrade level and 2,401 students in 104 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Florida fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Florida was 216 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Florida was 264 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Florida or the nation. At the fourth and eighth grades, White students in Florida had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
4 editions published in 1997 in English and held by 312 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Florida, 2,549 students in 106 public schools were assessed at the fourthgrade level and 2,401 students in 104 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Florida fourth and eighthgrade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Florida was 216 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Florida was 264 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Florida or the nation. At the fourth and eighth grades, White students in Florida had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
NAEP 1996 mathematics state report for District of Columbia by
Clyde M Reese(
Book
)
4 editions published in 1997 in English and held by 312 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In the District of Columbia, 2,574 students in 108 public schools were assessed at the fourthgrade level and 1,693 students in 32 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of the District of Columbia fourth and eighthgraders, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in the District of Columbia was 187 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in the District of Columbia was 233 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either the District of Columbia or the nation. At the fourth and eighth grades, White students in the District of Columbia had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
4 editions published in 1997 in English and held by 312 WorldCat member libraries worldwide
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In the District of Columbia, 2,574 students in 108 public schools were assessed at the fourthgrade level and 1,693 students in 32 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of the District of Columbia fourth and eighthgraders, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in the District of Columbia was 187 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in the District of Columbia was 233 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either the District of Columbia or the nation. At the fourth and eighth grades, White students in the District of Columbia had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
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 Ballator, Nada
 Jerry, Laura
 Educational Testing Service
 National Center for Education Statistics
 National Assessment of Educational Progress (Project)
 Carr, Peggy
 Educational Resources Information Center (U.S.)
 Mazzeo, John
 O'Sullivan, Christine Y. Author
 National Assessment of Educational Progress, Princeton, Nj
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