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ERIC Number: ED326445
Record Type: RIE
Publication Date: 1990-Sep
Pages: 132
Abstractor: N/A
Reference Count: N/A
Mathematics Achievement and Classroom Instructional Activities. National Assessment of Educational Progress, 1985-86. Survey Report.
Sedlacek, Deborah Sherman
This report analyzes the overall mathematics achievement and its potential relationship to instructional activities. National Assessment of Educational Progress (NAEP) assessed the mathematics achievement in seven content areas, five of which were administered at all three grade levels included in the assessment. This report focuses on the five content areas common to all grade levels and attempts to answer three questions: (1) Are there differences in mathematics achievement on any of the common content area subscales across levels of exposure to traditional instructional activities? (2) Are there differences in mathematics achievement on any of the common content area subscales across levels of computer use? and (3) Are there differences in mathematics achievement of any of the common content area subscales across levels of mathematics course taking? In addition to addressing the three major questions, the report presents comparisons between racial-ethnic group, gender, and type of school attended in an attempt to determine whether the differences in mathematics achievement typically found on these variables change when the levels of instructional activity, computer use, and mathematics course taking are held constant. The analyses in this study used achievement and background data from version 2.0 of the Public Use Data Tape for the 1985-1986 NAEP. This report includes the methodology and analysis, results, and conclusions. Several insights into potential relationships between mathematics-related instructional activities and student achievement are highlighted including the following: (1) daily exposure to some traditional instructional activity does appear to be associated with higher levels of mathematics achievement in specific content areas; (2) when the number of math courses an examinee reported having taken was held constant, non-Hispanic Whites still tended to have significantly higher achievement scores than Blacks and Hispanics; and (3) no gender difference in achievement was found at the third-grade level. Technical notes, detailed methodology, and the NAEP data in tabular form are appended. (KR)
Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402 ($5.50).
Publication Type: Reports - Evaluative; Numerical/Quantitative Data
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
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