Reese, Clyde M.
Overview
Works:  162 works in 221 publications in 1 language and 17,491 library holdings 

Roles:  Author 
Classifications:  QA13, E 
Publication Timeline
.
Most widely held works by
Clyde M Reese
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 713 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 713 WorldCat member libraries worldwide
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
)
4 editions published in 1997 in English and held by 412 WorldCat member libraries worldwide
4 editions published in 1997 in English and held by 412 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 257 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 257 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Oregon by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 254 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 254 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Maine by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 253 WorldCat member libraries worldwide
3 editions published in 1997 in English and held by 253 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Pennsylvania by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 252 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 252 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Washington by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 252 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 252 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for North Dakota by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 252 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
2 editions published in 1997 in English and held by 252 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 District of Columbia by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 252 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)
3 editions published in 1997 in English and held by 252 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)
NAEP 1996 mathematics state report for Missouri by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for California by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Mississippi by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Georgia by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
Abstract: 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 Georgia, 2,542 students in 103 public schools and 251 students in 13 nonpublic schools were assessed at the fourthgrade level and 2,364 students in 100 public schools and 267 students in 10 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Georgia fourth and eighthgraders, 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 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 Georgia was 215 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Georgia was 262 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 Georgia or the nation. At the fourth and eighth grades, White students in Georgia had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
Abstract: 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 Georgia, 2,542 students in 103 public schools and 251 students in 13 nonpublic schools were assessed at the fourthgrade level and 2,364 students in 100 public schools and 267 students in 10 nonpublic schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Georgia fourth and eighthgraders, 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 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 Georgia was 215 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Georgia was 262 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 Georgia or the nation. At the fourth and eighth grades, White students in Georgia had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
NAEP 1996 mathematics state report for Iowa by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Colorado by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 250 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Minnesota by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 249 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 249 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Alaska by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 249 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 grades 4 and 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 Alaska, 2,304 students in 113 public schools were assessed at the fourthgrade level and 1,462 students in 53 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Alaska 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 Alaska was 224 compared to 222 throughout the United States, and the average mathematics scale score for eighth grade students in Alaska was 278 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 Alaska or the nation. At the fourth grade, White students in Alaska 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 Alaska 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 249 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 grades 4 and 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 Alaska, 2,304 students in 113 public schools were assessed at the fourthgrade level and 1,462 students in 53 public schools were assessed at the eighthgrade level. This report describes the mathematics proficiency of Alaska 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 Alaska was 224 compared to 222 throughout the United States, and the average mathematics scale score for eighth grade students in Alaska was 278 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 Alaska or the nation. At the fourth grade, White students in Alaska 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 Alaska 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 South Carolina by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 249 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 249 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for New Jersey by
Clyde M Reese(
Book
)
2 editions published in 1997 in English and held by 248 WorldCat member libraries worldwide
2 editions published in 1997 in English and held by 248 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Florida by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 248 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)
3 editions published in 1997 in English and held by 248 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)
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