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ERIC Number: ED330554
Record Type: RIE
Publication Date: 1991-Jun
Pages: 146
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-88685-14-9
ISSN: N/A
The State of Mathematics Achievement in the District of Columbia: The Trial State Assessment at Grade Eight.
National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
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 the District of Columbia, 2,135 students in 36 public schools were assessed. This report describes the mathematics proficiency of District of Columbia eighth-graders, compares their overall performance to students in the Northeast 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, District of Columbia students had an average proficiency of 231 compared to 261 nationwide. Many fewer students (District of Columbia-2%; U.S.-12%) appear to have acquired reasoning and problem solving skills. (JJK/CRW)
Individual state reports are available directly from the assessment division of the appropriate State Department of Education.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: Researchers; Policymakers
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Identifiers: District of Columbia; National Assessment of Educational Progress; Numeracy; State Mathematics Assessments; Trial State Assessment (NAEP)
Note: The entire Report consists of a composite report, an executive summary, and 40 separate reports for 37 states, DC, Guam, and the Virgin Islands, respectively; see SE 052 055-096.