The State of Mathematics Achievement in Indiana: The Trial State Assessment at Grade Eight.

Institution	National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Titel	The State of Mathematics Achievement in Indiana: The Trial State Assessment at Grade Eight.
Quelle	(1991), (146 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88685-14-9
Schlagwörter	Quantitative Daten; Academic Achievement; Calculators; Educational Assessment; Family Environment; Grade 8; Homework; Junior High Schools; Mathematics Achievement; Mathematics Instruction; Mathematics Skills; Mathematics Tests; National Programs; Problem Solving; Public Schools; State Programs; Student Attitudes; Teacher Attitudes; Teacher Qualifications; Television Viewing; Indiana; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Calculator; Rechner; Rechenmaschine; Education; assessment; Bewertungssystem; Familienmilieu; School year 08; 8. Schuljahr; Schuljahr 08; Hausaufgabe; Sekundarstufe I; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Mathematics ability; nicht übertragen; Problemlösen; Public school; Öffentliche Schule; Regierungsprogramm; Schülerverhalten; Lehrerverhalten; Lehrqualifikation; Fernsehkonsum
Abstract	In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments (37 states, the District of Columbia, Guam, and the Virgin Islands) were made. The sample was designed to represent the 8th grade public school population in a state or territory. The 1990 TSA covered five mathematics content areas (numbers and operations; measurement; geometry; data analysis, statistics, and probability; and algebra and functions). In Indiana, 2,569 students in 98 public schools were assessed. This report describes the mathematics proficiency of Indiana eighth-graders, compares their overall performance to students in the Central region of the United States and the nation (using data from the NAEP national assessments), presents the average proficiency separately for the five content areas, and summarizes the performance of subpopulations (race/ethnicity, type of community, parents' educational level, and gender). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of math instruction (availability of resources, type); use of calculators; educational background of teachers; and conditions facilitating math learning (e.g., hours of television watched, absenteeism). On the NAEP math scale, Indiana students had an average proficiency of 267 compared to 261 nationwide. Many fewer students (Indiana-14%; U.S.-12%) appear to have acquired reasoning and problem solving skills. (JJK/CRW)
Anmerkungen	Individual state reports are available directly from the assessment division of the appropriate State Department of Education.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC