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ERIC Number: ED315273
Record Type: RIE
Publication Date: 1985
Pages: 211
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-309-03536-8
Indicators of Precollege Education in Science and Mathematics, A Preliminary Review.
Raizen, Senta A., Ed.; Jones, Lyle V., Ed.
To understand the impact of all of the various science and mathematics improvement initiatives and to make them more effective in the future, it is important to be able to monitor the condition of science and mathematics education in the schools. This report presents a review of the information and data currently available; it is a preliminary study of the condition of science and mathematics instruction in the United States. The intent of the study was to select a preliminary set of indicators, review the current information on those indicators, provide some information on trends and comparisons with other countries, and judge the extent to which these indicators can be used to make recommendations for future improvement. Discussed were: (1) the background and scope of this report; (2) how indicators are selected and interpreted; (3) teachers and curriculum content; (4) instructional time and course enrollment; and (5) student attitudes and achievement. An appendix includes data from selected states on teachers, content, instructional time and enrollment, and student achievement. State personnel and over 125 references are listed. (CW)
National Academy Press, 1201 Constitution Avenue, N.W., Washington, DC 20418.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: Researchers; Policymakers
Language: English
Sponsor: N/A
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education.
Note: Prepared by the Committee on Indicators of Precollegiate Sciences and Mathematics Education. Tables and figures with small print may not reproduce well.