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ERIC Number: ED342685
Record Type: Non-Journal
Publication Date: 1991-Sep-30
Pages: 368
Abstractor: N/A
Reference Count: N/A
The LEVELS of Mathematics Achievement: Initial Performance Standards for the 1990 NAEP Mathematics Assessment. Volume I: National and State Summaries.
Bourque, Mary Lyn; Garrison, Howard H.
The National Assessment of Educational Progress (NAEP) is a congressionally mandated survey of educational achievement of what American students know and can do, it also includes a yardstick that can be used to evaluate that performance. Results, presented here for the states and the nation, indicate that just over 60 percent of the students in grades 4, 8, and 12 are performing at or above the basic level on the 1990 NAEP Mathematics Assessment. Less than 20 percent of the students in these three grades reach proficient level or beyond. The percentage of students at or above the advanced level ranges from 0.6 percent in grade 4 to 2.6 percent in grade 12. Over one-third of the students assessed did not reach the lowest level adopted by the Board. The introduction describes NAEP and explains the reasons for setting of the new achievement levels. The document is subsequently divided into three chapters. Chapter 1 describes the levels and provides test items and corresponding results at different grade levels. Chapter 2 reports the overall results for the nation by grade, gender, race or ethnicity, community type, parents education, and school type, and semesters of high school math for grade 12. Chapter 3 provides the same information for grade 8 in each state. (MDH)
National Assessment Governing Board Report, 1100 L Street, NW, Suite 7322, Washington, DC 20005-4013.
Publication Type: Numerical/Quantitative Data; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Assessment Governing Board, Washington, DC.
Authoring Institution: Aspen Systems Corp., Rockville, MD.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress