ERIC Number: ED424116
Record Type: Non-Journal
Publication Date: 1998-Aug
Reference Count: N/A
School Policies and Practices Affecting Instruction in Mathematics: Findings from the National Assessment of Educational Progress.
Hawkins, Evelyn F.; Stancavage, Frances B.; Dossey, John A.
The teaching and learning of mathematics continues to generate tremendous attention, both among those who support recent innovations and, more recently, among those who question the wisdom of the promulgated reforms. In order to bring an empirical basis to this debate, it is important to gather information on the policies and practices that are actually implemented. This report provides one source for such information and is the second in a series that discusses results from the National Assessment of Educational Progress (NAEP). A description of the educational policies and practices that prevailed during this period of sustained increases in mathematics achievement, giving particular attention to the relationship between these policies, practices, and student performance on the NAEP mathematics assessment. Information on the status of mathematics education in 1996 is provided, and changes that took place from the time of earlier NAEP assessments is also chronicled. (ASK)
Descriptors: Academic Achievement, Educational Assessment, Educational Policy, Elementary Secondary Education, Mathematics Instruction, National Competency Tests
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: http://nces.ed.gov/naep/; U.S. Government Printing Office, Superintendent of Documents, Mail Stop, SSOP, Washington, DC 20402-9328.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.; American Institutes for Research, Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress