Jerry, Laura
Overview
Works:  153 works in 455 publications in 1 language and 37,794 library holdings 

Roles:  Author 
Classifications:  LB1576, 372.4 
Publication Timeline
.
Most widely held works by
Laura Jerry
NAEP 1998 writing state report for California by
Laura Jerry(
Book
)
31 editions published in 1999 in English and held by 3,149 WorldCat member libraries worldwide
31 editions published in 1999 in English and held by 3,149 WorldCat member libraries worldwide
NAEP 1998 reading state report for Minnesota by
Nada Ballator(
Book
)
50 editions published in 1999 in English and held by 577 WorldCat member libraries worldwide
50 editions published in 1999 in English and held by 577 WorldCat member libraries worldwide
NAEP 1998 writing state report for Department of Defense dependents schools by
Laura Jerry(
Book
)
5 editions published in 1999 in English and held by 429 WorldCat member libraries worldwide
5 editions published in 1999 in English and held by 429 WorldCat member libraries worldwide
NAEP 1998 writing state report for Nebraska by
Laura Jerry(
Book
)
4 editions published in 1999 in English and held by 415 WorldCat member libraries worldwide
4 editions published in 1999 in English and held by 415 WorldCat member libraries worldwide
NAEP 1998 writing report for Department of Defense domestic dependent elementary and secondary schools by
Laura Jerry(
Book
)
3 editions published in 1999 in English and held by 329 WorldCat member libraries worldwide
3 editions published in 1999 in English and held by 329 WorldCat member libraries worldwide
NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 327 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)
3 editions published in 1997 in English and held by 327 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 Pennsylvania by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 321 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 321 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 New Jersey by
Clyde M Reese(
Book
)
3 editions published in 1997 in English and held by 319 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 319 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)
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