Results of the Fourth NAEP Assessment of Mathematics: Number, Operations, and Word Problems

1988 ◽  
Vol 35 (8) ◽  
pp. 14-19
Author(s):  
Vicky L. Kouba ◽  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Secondary School ◽  
Word Problem ◽  
Mathematics Teacher ◽  
Grade Level ◽  
Mathematics Assessment ◽  
Third Grade ◽  
Seventh Grade ◽  
National Assessment ◽  
The Third ◽  
The Given

This article is the first of two articles to appear in the Arithmetic Teacher reporting the third-grade and seventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP). The secondary school data appear in companion articles in the Mathematics Teacher (Brown et al. 1988a, 1988b). This article summarizes the major results of the performance on number, operations, and word-problem items. Some examples of the data are given to support conclusions about what students in general are and are not learning. The specific items reported are altered items that are parallel to the actual items and are illustrative of the results. The actual items are not included because they may be used in future assessments. Interpretations were made from analysis of the actual items. Not all items in the assessment were given to both third-grade and seventh-grade students. Some were administered only when appropriate for the given grade level. Results for eleventh-grade students are included when such information aids in understanding the performance of the third-grade or seventh-grade students.

Secondary School Results for the Fourth NAEP Mathematics Assessment: Discrete Mathematics, Data Organization and Interpretation, Measurement, Number and Operations

1988 ◽  
Vol 81 (4) ◽  
pp. 241-248
Author(s):  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Vicky L. Kouba ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Assessment ◽  
Discrete Mathematics ◽  
Data Organization ◽  
Seventh Grade ◽  
Educational Progress ◽  
National Assessment

This article is the first of two articles reporting on the seventh-grade and eleventh- grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The elementary school results appear in companion articles in the Arithmetic Teacher (Kouba et al. 1988a, 1988b). Secondary school data from previous national assessments have been reported in the Mathematics Teacher (see, e. g., Carpenter et al. [1980, 1983))

Secondary School Results for the Fourth NAEP Mathematics Assessment: Algebra, Geometry, Mathematical Methods, and Attitudes

1988 ◽  
Vol 81 (5) ◽  
pp. 337-397
Author(s):  
Catherine A. Brown ◽  
Thomas P. Carpenter ◽  
Vicky L. Kouba ◽  
Mary M. Lindquist ◽  
Edward A. Silver ◽  
...  
Keyword(s):  
Secondary School ◽  
Mathematics Assessment ◽  
Discrete Mathematics ◽  
Data Organization ◽  
Seventh Grade ◽  
Educational Progress ◽  
Mathematical Methods ◽  
National Assessment ◽  
Mathematics Course

This article is the second of two articles reporting on the seventh-grade and eleventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The first article (Brown et al. 1988) presented the background, methodology, and the results of students' performance on discrete mathematics, data organization and interpretation, number and operations, and measurement. This article reports students' performance on variables and relations, geometry, fundamental methods of mathematics, and attitudes. An analysis of eleventh-grade students' performance by mathematics course background was possible, and these data will be reported here where appropriate.

Results and Implications of the Second NAEP Mathematics Assessments: Elementary School

1980 ◽  
Vol 27 (8) ◽  
pp. 10-12 ◽  
Author(s):  
Thomas P. Carpenter ◽  
Henry Kepner ◽  
Mary Kay Corbitt ◽  
Mary Montgomery Lindquist ◽  
Robert E. Reys
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Mathematics Teacher ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Mathematics Assessments ◽  
Companion Article

The National Assessment of Educational Progress (NAEP) has completed its second mathematics assessment. This article focuses on the results from this second assessment of 9-year-olds and 13-year-olds. A companion article in the May 1980 Mathematics Teacher examines the secondary school data.

The Fourth NAEP Mathematics Assessment: Performance Trends and Results and Trends for Instructional Indicators

1988 ◽  
Vol 81 (9) ◽  
pp. 720-727
Author(s):  
Edward A. Silver ◽  
Mary M. Lindquist ◽  
Thomas P. Carpenter ◽  
Catherine A. Brown ◽  
Vicky L. Kouba ◽  
...  
Keyword(s):  
Mathematics Teacher ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Specific Content ◽  
Content Areas ◽  
Mathematics Assessments ◽  
Instructional Activity ◽  
The Third ◽  
Performance Trends ◽  
Assessment Performance

This article is the third one to appear in the Mathematics Teacher reporting the results and analysis compiled by the NCTM Interpretive Team for the Fourth Mathematics Assessment of the National Assessment of Educational Progress (NAEP). The first two articles reported on the performance of seventh- and eleventh-grade students in specific content areas (Brown et al. 1988a. 1988b). This article discusses trends in performance across the last three NAEP mathematics assessments and reports on indicators of instructional activity. A companion article on the performance of third- and seventh-grade students appears in this month's Arithmetic Teacher (Carpenter et al. 1988).

Results of the Third NAEP Mathematics Assessment: Secondary School

1983 ◽  
Vol 76 (9) ◽  
pp. 652-659
Author(s):  
Thomas P. Carpenter ◽  
Mary M. Lindquist ◽  
Westina Matthews ◽  
Edward A. Silver
Keyword(s):  
United States ◽  
Academic Achievement ◽  
Secondary School ◽  
The United States ◽  
Mathematics Assessment ◽  
National Commission ◽  
Educational Progress ◽  
National Assessment ◽  
The Third ◽  
Excellence In Education

The recent publication of the Report of the National Commission on Excellence in Education (1983) has focused national attention on the state of education in the United States and the academic achievement of students. The results of the third mathematics assessment of the National Assessment of Educational Progress (NAEP) provide a basis for examining students’ performance in mathematics and how it has changed over the last decade.

scholarly journals Reading literacy of secondary school students - current requirements and achievements (Example of the third grade of Novi Sad secondary schools)

2017 ◽  
pp. 317-332
Author(s):  
Vesna Pilipovic ◽  
Tatjana Glusac
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Third Grade ◽  
Reading Literacy ◽  
Academic Education ◽  
School Students ◽  
Functional Literacy ◽  
The Third ◽  
Document Literacy ◽  
Novi Sad

Reading literacy, consisting of prose and document literacy, is an integral part of functional literacy that has become one of the key goals and success criteria of contemporary educational systems around the world. Lower level of functional literacy limits not only the opportunities of an individual, but also the development and successful functioning of the whole society. This paper analyzes the average degree of prose and document literacy of the third grade secondary school students (N=703) in Novi Sad who are nearing the end of their secondary education. Their literacy rate is therefore likely to determine their forthcoming chances related to academic education or success in the labor market. The instrument employed in this research was a questionnaire consisting of 20 extracts from a variety of texts, 10 of which were related to prose and 10 to document literacy. The analysis of the results focused on average achievements in different types of schools as well as on specific problems observed in text processing and potential solutions. The findings indicate that the level of reading literacy of an average third grade student is relatively low, which might lead to their limited professional opportunities in the future. The analysis of the results also shows that students have serious difficulties in processing prose and scientific texts, particularly if the information is not displayed explicitly. Skills that were found to be insufficiently developed involve comparing, integrating or synthesizing information.

Results of The Second NAEP Mathematics Assessment: Secondary School

1980 ◽  
Vol 73 (5) ◽  
pp. 329-338 ◽  
Author(s):  
Thomas P. Carpenter ◽  
Mary Kay Corbitt ◽  
Henry S. Kepner ◽  
Mary Montgomery Lindquist ◽  
Robert Reys
Keyword(s):  
Secondary School ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
School Year ◽  
Educational Attainments ◽  
Comprehensive Data ◽  
Measure Change

The National Assessment of Educational Progress (NAEP) completed its second mathematics assessment during the 197778 school year. The two major goals of the assessment are to make available comprehensive data on specific educational attainments of young Americans and to measure change in their educational attainments.

scholarly journals Integrating Sustainable Development Requirements into the Secondary Stage Chemistry Curriculum in Egypt

2019 ◽  
Vol 21 (2) ◽  
pp. 139-154
Author(s):  
Shaimaa Abdul Salam Abdul Salam Selim
Keyword(s):  
Sustainable Development ◽  
Secondary Education ◽  
Secondary School ◽  
Third Grade ◽  
Second Grade ◽  
Chemistry Curriculum ◽  
The Sustainable Development ◽  
The Third ◽  
School Year ◽  
Secondary Stage

Abstract The problem of the current research lies in the need to integrate some requirements of the sustainable development (SD) in secondary school chemistry curriculum. The research specifically seeks to answer the following question: What “requirements of sustainable development” should be taught in the secondary school chemistry curriculum in Egypt? To that end, the researcher analyzed the content of chemistry curricula in the three grades of secondary education in Egypt for the school year 2017–2018, and prepared a list of 57 SD requirements. It should be noted that fifteen requirements of sustainable development at the second-grade secondary stage were distributed into five units; the third unit included one requirement; the fourth unit comprised four requirements; and the fifth unit – one requirement. Regarding curriculum at the third-grade secondary stage, 17 requirements of sustainable development were integrated and distributed along five units.

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