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ERIC Number: ED377058
Record Type: Non-Journal
Publication Date: 1994-Oct
Pages: 41
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-045332-1
America's Mathematics Problem: Raising Student Achievement. A Synthesis of Findings from NAEP's 1992 Mathematics Assessment.
Mullis, Ina V. S., Ed.
This booklet summarizes findings from data on mathematics achievement gathered on the 1992 National Assessment of Educational Progress (NAEP) for grades 4, 8, and 12. Approximately 26,000 4th, 8th, and 12th graders in 1,500 public and private schools participated in the national assessment. Information included in the report are: trends in achievement between 1990 and 1992, distribution of overall mathematics proficiency organized by state for grades 4, 8, and 12, performance on and examples of constructed-response questions, national results for demographic subgroups on two regular constructed-response tasks and an extended-response task, example of an extended-response task with scoring guide and sample responses, the school context for learning mathematics, trends and trouble spots in mathematics instruction, school effectiveness, background questionnaires, and procedures and methods. Findings for the performance of students on extended constructed-response questions include: (1) Approximately one-third to two-thirds of the students provided incorrect responses; (2) Substantial percentages of students left their papers blank; (3) Most students who did seem to understand the problems had difficulty explaining their work; and (4) From 1 to 16 percent of the students provided extended responses to each one of the tasks. On regular constructed-response questions, the average percentage correct by grade level was 42% for grade 4, 53% for grade 8, and 40% for grade 12. (MKR)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress