ERIC Number: ED084119
Record Type: Non-Journal
Publication Date: 1972
Reference Count: N/A
NLSMA Reports, No. 17, Patterns of Mathematics Achievement in Grade 11: Z-Population.
Wilson, James W.
This is one of a series of reports on the National Longitudinal Study of Mathematical Abilities (NLSMA). Further, it is of the subseries that analyzed data for the purpose of identifying differential patterns of mathematics achievement which are correlated with different textbook series. This particular report considers comparisons made for the Z-Population (studied from grades 10 through 12) from achievement test data collected at the end of grade 11. (NLSMA Reports Nos. 16 and 18 present similar analyses for this population at grades 10 and 12 and Report No. 15 covers a grade 11 analysis for the Y-Population.) Only the large portion of the original population that completed a second-year algebra or intermediate mathematics course in this year are included in the study. Ten scales, designed to sample the range of mathematics achievement after three years of college preparatory mathematics, were used as the dependent variables; five significant differences were found after statistically adjusting for initial differences. Achievement patterns for each of eight textbook series or groupings are discussed. For related documents, see ED 044 277 - ED 044 283, ED 044 310, ED 045 447, and SE 016 669 - SE 016 691. (LS)
Descriptors: Achievement, Educational Research, Evaluation, Grade 11, Instructional Materials, Longitudinal Studies, Mathematics Education, Research, Secondary School Mathematics, Statistical Analysis, Textbook Evaluation
A. C. Vroman, Inc., 2085 East Foothill Blvd., Pasadena, California 91109 ($1.50)
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: Stanford Univ., CA. School Mathematics Study Group.
Identifiers - Assessments and Surveys: National Longitudinal Study of Mathematical Abilities?