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ERIC Number: ED351397
Record Type: Non-Journal
Publication Date: 1993-Jan-12
Pages: 37
Abstractor: N/A
A Preliminary Report of National Estimates from the National Assessment of Educational Progress, 1992 Mathematics Assessment.
Elliott, Emerson J., Comp.
This report contains preliminary results from the 1992 mathematics assessment by the National Assessment of Educational Progress (NAEP) of nationally representative samples of about 26,000 4th, 8th and 12th grade students in 1,500 public schools and private schools in 44 states; and compares data to findings from the 1990 NAEP mathematics tests. An introduction addresses specifications for the 1992 assessment, and describes reporting in terms of achievement levels established by the National Assessment Governing Board (NAGB). Another section offers national student profiles for the three grades, including comparisons to student profiles from the 1990 assessment. A mathematics achievement section considers national performance by race/ethnicity, gender, region, community type, and school type; and offers comparisons with 1990 assessment data. Data show that: (1) student mathematics achievement improved between 1990 and 1992 (the average proficiency score increased for the 3 grades, a greater percentage of students at all 3 grade levels reached the achievement level standard of basic or above, and a greater percentage of students in grades 4 and 8 reached the achievement level standard of proficient or above); and (2) about 2 in 10 students reached the solid academic achievement level (proficient or above), while nearly 4 in 10 did not reach the partial mastery level (basic or above), 18 percent of fourth graders reached the proficient level or above, as did 25 percent of the eighth graders and 16 percent of the 12th graders, 36 to 39 percent of the students were below the basic level, and 2 to 4 percent reached the advanced level. Six tables are included. An appendix provides additional data and supporting material. (RLC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress