ERIC Number: ED405202
Record Type: Non-Journal
Publication Date: 1993-Apr
Reference Count: N/A
Mathematics Report Card for the Nation and the States, 1992. Executive Summary.
Mullis, Ina V. S.; And Others
This document presents the executive summary of the National Assessment of Educational Progress (NAEP) 1992 mathematics assessment. It included nearly 250,000 fourth, eighth, and twelfth grade students attending approximately 10,000 schools across the United States. The results from the assessment indicate that student performance is improving nationally and in some states, but a considerable challenge remains. Proportions of students at the higher achievement levels continue to be low, particularly for those subpopulations of students historically considered to be "at risk." Major findings include: (1) for the United States there were statistically significant increases in average mathematics proficiency between 1990 and 1992 for fourth, eighth, and twelfth grade students; (2) just over 60% of the students in grades 4, 8, and 12 were estimated to be at or above the basic level on the assessment; (3) within and across participating states and territories there was considerable variation in performance; (4) the increases in mathematics proficiency between 1990 and 1992 did little to alter the relative standings of the demographic groups; and (5) a number of gains were noted for the United States as a whole, and the states in the mathematics content areas assessed. (JRH)
Descriptors: Elementary Secondary Education, Mathematical Concepts, Mathematics Achievement, Mathematics Education, Minority Groups, Problem Solving, Tables (Data)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress