Research, Reflection, Practice: A Generation of Progress: Learning from NAEP

2009 ◽  
Vol 15 (6) ◽  
pp. 363-369
Author(s):  
Peter Kloosterman ◽  
Zachary Rutledge ◽  
Patricia Ann Kenney
Keyword(s):  
Mathematics Achievement ◽  
Student Performance ◽  
The United States ◽  
Mathematics Assessment ◽  
Original Design ◽  
National Assessment ◽  
Mathematics Assessments ◽  
Subject Areas ◽  
The 1960S ◽  
College Bound Students

Often referred to as “The Nation's Report Card,” the National Assessment of Educational Progress (NAEP) was designed in the 1960s as a tool for monitoring precollege student performance in various subject areas. The original design included assessment of nine-, thirteen-, and seventeen-year-old students. The first mathematics assessment was completed in 1973 with additional mathematics assessments following at two- to fouryear intervals. In contrast to assessments like the SAT, which are usually taken by college-bound students only, NAEP is given to a sampling of all students across the United States regardless of ability or aspiration. As such, it is the best available measure of mathematics achievement for the nation as a whole (Kenney and Kloosterman 2007).

Brief Reports: An Examination of Relationships between the 1990 NAEP Mathematics Items for Grade 8 and Selected Themes from the NCTM Standards

1993 ◽  
Vol 24 (2) ◽  
pp. 159-167
Author(s):  
Edward A. Silver ◽  
Patricia Ann Kenney
Keyword(s):  
Educational Achievement ◽  
State Level ◽  
National Sample ◽  
Subject Area ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Nctm Standards ◽  
The Status ◽  
Subject Areas ◽  
Grade 8

For about 20 years, the National Assessment of Educational Progress (NAEP) has reported on the status and progress of U.S. educational achievement in a variety of subject areas, including mathematics (Mullis, 1990). The 1990 NAEP mathematics assessment, which was the fifth in this subject area, was different from the previous four assessments in some important ways. For example, the 1990 NAEP assessment was the first NAEP for which it was possible to report state-level results for those states willing to participate. In fact. the 1990 NAEP consisted of two tests: one given to a national sample at grades 4, 8, and 12 as in prior assessments, and the other given only at grade 8 to a different sample drawn specifically for the stateby-state reporting of results.

Achievement and Participation of Women in Mathematics: Results of Two National Surveys

1981 ◽  
Vol 12 (5) ◽  
pp. 356-372 ◽  
Author(s):  
Jane M. Armstrong
Keyword(s):  
High School ◽  
Sex Differences ◽  
Mathematics Achievement ◽  
Mathematics Assessment ◽  
National Assessment ◽  
National Surveys ◽  
Participation Of Women ◽  
High School Males ◽  
Women In Mathematics ◽  
Mathematical Applications

Data from two national surveys were analyzed to determine the extent of sex differences in mathematics achievement and participation and the effect of participation and spatial visualization ability on achievement. Results from the National Assessment of Educational Progress second mathematics assessment and the Women in Mathematics survey are reported for 13-year-olds, 17-year-olds, and high school seniors. Results indicate that (a) sex differences in participation favoring males exist for some higher level mathematics courses, (b) by the end of high school males outperform females on mathematical applications, and (c) sex differences in achievement on mathematical applications persist even when mathematics participation is controlled.

scholarly journals US STUDENT PERFORMANCE IN SCIENCE: A REVIEW OF THE FOUR MAJOR SCIENCE ASSESSMENTS

2015 ◽  
Vol 64 (1) ◽  
pp. 53-65
Author(s):  
Susan Poland ◽  
Linda Plevyak
Keyword(s):  
United States ◽  
Standardized Testing ◽  
Student Performance ◽  
The United States ◽  
School Level ◽  
Scientific Content ◽  
High School Level ◽  
Science Assessments ◽  
College Bound Students ◽  
Scientific Skills

The purpose of this research is to review the nature of four major science assessments administered in the United States: the ACT, PISA, TIMSS, and NAEP. Each assessment provides a very different view into US student performance in science. The TIMSS and PISA are international assessments of student performance and are often cited as evidence that US students are underperforming in comparison to their international peers. The NAEP is used to assess student knowledge of science across multiple age ranges in the United States. Finally, the ACT is administered to college-bound students who elect to take the exam. The underlying philosophies and basic structures of each assessment are explored, and comparisons and contrasts between the assessments are drawn. Historical student performance on each assessment is also analyzed. Analysis of these assessments suggests that US students struggle to apply scientific skills at the high school level, while US middle and elementary students understand scientific content knowledge well. Key words: student performance; science assessment; STEM education; standardized testing.

The Third National Mathematics Assessment: Results and Implications for Elementary and Middle Schools

1983 ◽  
Vol 31 (4) ◽  
pp. 14-19
Author(s):  
Mary Montgomery Lindquist ◽  
Thomas P. Carpenter ◽  
Edward A. Silver ◽  
Westina Matthews
Keyword(s):  
Middle Schools ◽  
Student Performance ◽  
Primary Source ◽  
Mathematics Assessment ◽  
Educational Progress ◽  
National Assessment ◽  
The Public ◽  
The Third ◽  
Assessment Results

The public has renewed interest and concern about education and those of usin the field must be prepared to answer question. One of the question is usually related to student performance. The National Assessment of Educational Progress (NAEP) is a primary source to which we can turn for support of our answer.

The History of Surgical Staplers: A Combination of Hungarian, Russian, and American Innovation

2019 ◽  
Vol 85 (6) ◽  
pp. 563-566
Author(s):  
Alicia D. Gaidry ◽  
Laurier Tremblay ◽  
Don Nakayama ◽  
Romeo C. Ignacio
Keyword(s):  
United States ◽  
The United States ◽  
Surgical Instruments ◽  
Linear Stapler ◽  
Surgical Staplers ◽  
Original Design ◽  
Surgical Stapler ◽  
Tyco Healthcare ◽  
History Of ◽  
The 1960S

Since their development in 1908, surgical staplers have been used as a method of “mechanical suturing” in efforts to divide hollow viscera and create anastomoses in an efficient and sterile manner. The concept for the surgical stapler was first developed by Humér Hultl, a Hungarian professor and surgeon, and designed by Victor Fischer, a Hungarian businessman and designer of surgical instruments. The design was highly acclaimed; however, it was bulky, cumbersome, and expensive to manufacture. In 1920, Aladár Petz, a student of Hultl, incorporated two innovations to the Fischer-Hultl stapler to create a more lightweight model, which was named the Petz clamp. In 1934, Friedrich of Ulm designed what would be the predecessor to the modern-day linear stapler. In the 1950s, Russian and American staplers began to emerge. Throughout the 1960s, a variety of stapling instruments were developed in the United States, manufactured by the United States Surgical Corporation. In the 1970s, Johnson & Johnson Ethicon brand joined the market. The United States Surgical Corporation was later bought by Tyco Healthcare and became Covidien in 2007. Through the collaboration of Felicien Steichen, Mark Ravitch, and Leon Hirsch, surgical staplers were further modified to incorporate interchangeable cartridges with various designs. With the advent of minimally invasive surgery began production of laparoscopic surgical staplers. Since its inception, the surgical stapler has provided a means to efficiently create safe and effective visceral and vascular anastomoses. The surgical stapler design continues to evolve while still maintaining the basic principles that were implemented in the original design.

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).

Focus of the Year: What Do We Know about Eighth-Grade Achievement?

2006 ◽  
Vol 11 (6) ◽  
pp. 285-293
Author(s):  
Judith Sowder ◽  
Diana Wearne
Keyword(s):  
Mathematics Achievement ◽  
Federal Government ◽  
Eighth Grade ◽  
Educational Progress ◽  
National Assessment ◽  
Media Portrayal ◽  
The Media ◽  
Subject Areas ◽  
Achievement In Mathematics ◽  
Grade Achievement

The national assessment of Educational Progress (NAEP) is used by the federal government and by states to gauge achievement in several subject areas, including mathematics. The results of the NAEP tests in mathematics at the eighth grade are used here to help us explore students' mathematics achievement over the decade from 1990 to 2000. In particular, we use these data to counteract the media portrayal of students' achievement in mathematics as steadily declining.

Measurement in the Middle Grades: Insights from NAEP and TIMSS

2004 ◽  
Vol 9 (9) ◽  
pp. 514-519 ◽  
Author(s):  
Tony D. Thompson ◽  
Ronald V. Preston
Keyword(s):  
Mathematics Achievement ◽  
Secondary School ◽  
Middle Grades ◽  
Science Study ◽  
National Assessment ◽  
Knowledge And Skills ◽  
The Third ◽  
Learning Mathematics ◽  
Subject Areas ◽  
Mathematics And Science

The National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) have provided a wealth of data on the mathematics education of U.S. students. (TIMSS has been renamed “Trends in Mathematics and Science Study” and will continue to be known as TIMSS in future assessments.) TIMSS was administered in 1995 and repeated in 1999 and included grades 4, 8, and the end of secondary school. NAEP began in 1969 and regularly reports on the knowledge and skills of U.S. students in fourth, eighth, and twelfth grades in a variety of subject areas. In addition to studying mathematics achievement, both NAEP and TIMSS collect data on the contexts for learning mathematics, such as teacher and school characteristics, instructional practices, and curriculum.

scholarly journals Curriculum-Based Measurement: A Brief History of Nearly Everything from the 1970s to the Present

2013 ◽  
Vol 2013 ◽  
pp. 1-29 ◽  
Author(s):  
Gerald Tindal
Keyword(s):  
United States ◽  
Decision Making ◽  
Student Performance ◽  
Subject Matter ◽  
Data Use ◽  
The United States ◽  
Time Span ◽  
Curriculum Based Measurement ◽  
History Of ◽  
Subject Areas

This paper provides a description of 30 years of research conducted on curriculum-based measurement. In this time span, several subject matter areas have been studied—reading, writing, mathematics, and secondary content (subject) areas—in developing technically adequate measures of student performance and progress. This research has been conducted by scores of scholars across the United States using a variety of methodologies with widely differing populations. Nevertheless, little of this research has moved from a “measurement paradigm” to one focused on “training in data use and decision making paradigm.” The paper concludes with a program of research that is needed over the next 30 years.

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