Results and Implications of the NAEP Mathematics Assessment: Secondary School

1975 ◽  
Vol 68 (6) ◽  
pp. 453-470
Author(s):  
Thomas P. Carpenter ◽  
Terrence G. Coburn ◽  
Robert E. Reys ◽  
James W. Wilson
Keyword(s):  
High School ◽  
Secondary School ◽  
High School Dropouts ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
School Dropouts ◽  
National Assessment ◽  
Mathematical Concepts ◽  
Academic Year

During the 1972-73 academic year. the National Assessment of Educational Progress (NAEP) conducted its first assessment in mathematics. Representative national samples of 9-year-olds, 13-year-olds, 17-year-olds (including high school dropouts and early graduates), and adults between the ages of 26 and 35 were assessed to determine their levels of attainment in mathematical concepts and skills.

The status of national assessment in mathematics

1974 ◽  
Vol 21 (1) ◽  
pp. 49-53
Author(s):  
Wayne H. Martin ◽  
James W. Wilson
Keyword(s):  
High School Dropouts ◽  
National Sample ◽  
Mathematics Assessment ◽  
National Council ◽  
School Dropouts ◽  
National Assessment ◽  
The Status ◽  
Cooperative Project ◽  
Types Of Information ◽  
Academic Year

In this issue, which focuses on evaluation in mathematics education, it is both timely and appropriate to consider the status of the first assessment of mathematics conducted by the National Assessment of Educational Progress (NAEP). During the 1972–73 academic year, a national sample of 9-year-olds, 13-yearolds, 17-year-olds (including high school dropouts and early graduates), and young adults between the ages of 26 and 35 were assessed to determine their levels of attainment in certain mathematical knowledges and skills. National Assessment is now in the process of analyzing the mathematics data and has begun work on a cooperative project with the National Council of Teachers of Mathematics (NCTM) to consider the interpretations and curricular implications of the mathematics results. The purpose of this article is to explain how NAEP's mathematics assessment differs from the usual normreferenced testing programs and to preview what types of information will result from the assessment data.

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.

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.

Soundoff: High School Geometry Should Be a Laboratory Course

1990 ◽  
Vol 83 (1) ◽  
pp. 4-5
Author(s):  
Ernest Woodward
Keyword(s):  
High School ◽  
Mathematics Assessment ◽  
Pythagorean Theorem ◽  
Educational Progress ◽  
National Assessment ◽  
Laboratory Course ◽  
High School Geometry ◽  
School Geometry

Present day instruction in geometry is ineffective. Results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) (Brown et al. 1988) indicate that fewer than half the eleventh-grade students who had taken geometry could apply the Pythagorean theorem in a routine problem and that fewer than a third of these students could find the perimeter of a rhombus drawn on grid paper. Eleventh-grade students who had taken geometry performed only slightly better on spatialvisualization tasks than eleventh-grade students who had not taken geometry.

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.

A Geometry lesson from National Assessment

1981 ◽  
Vol 74 (1) ◽  
pp. 27-32
Author(s):  
Donald R. Kerr
Keyword(s):  
High School ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
Formal Geometry

The geometry exercises administered during the 1977-78 mathematics assessment of the National Assessment of Educational Progress (N AEP) focused primarily on concepts of informal geometry rather than the more formal deductive geometry typically taught in a high school course. Results did show that students who studied formal geometry performed better.

Exploring Alcohol Abuse amongst Grade 10 Adolescent Learners in a Secondary School in Gauteng Province

2021 ◽  
Vol 17 (2) ◽  
Author(s):  
Mabatho Sedibe ◽  
Jeany Dube
Keyword(s):  
High School ◽  
Alcohol Abuse ◽  
Secondary School ◽  
South African ◽  
Health And Safety ◽  
High School Dropouts ◽  
School Dropouts ◽  
Gauteng Province ◽  
Large Numbers ◽  
African Youth

In this qualitative study, cases of alcohol abuse amongst Grade 10 adolescent learners in a secondary school in Gauteng Province will be explored and described. The study is grounded on the view that in the context of South African high school learners, alcohol abuse is an intensive pattern of alcohol intake that is often accompanied by recurring problems, such as a serious decrease in school performance, high school dropouts and anti-social behaviour. Its main thrust is that alcohol abuse is becoming an increasing problem in South Africa. Research shows that almost every South African youth would have experimented with drugs, especially beer, dagga and cigarettes, during adolescence. The major cause of concern is that large numbers of these adolescent learners eventually become addicted, posing a threat to their own education, health and safety, while creating difficulties for their families and the society at large. This study sought to explore alcohol abuse among adolescent learners in a secondary school, with the aim of developing possible strategies to address the problem.

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.

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