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ERIC Number: ED425967
Record Type: Non-Journal
Publication Date: 1997-Jun
Pages: 216
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
NAEP 1996 Mathematics State Report for New Mexico. Findings from the National Assessment of Educational Progress.
Reese, Clyde M.; Jerry, Laura; Ballator, Nada
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In New Mexico, 2,389 students in 107 public schools and 212 students in 13 nonpublic schools were assessed at the fourth-grade level and 2,371 students in 90 public schools and 228 students in 12 nonpublic schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of New Mexico fourth- and eighth-grade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in New Mexico was 214 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in New Mexico was 262 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either New Mexico or the nation. At the fourth grade, White students in New Mexico had an average mathematics scale score that was not significantly different from that of Black students but was higher than that of Hispanic and American Indian students. At the eighth grade, White students in New Mexico had an average mathematics scale score that was higher than that of Hispanic and American Indian students. (ASK)
National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; Tel: 800-424-1616 (Toll Free); Web site: http://www.ed.gov/NCES/naep
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.; National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Location: New Mexico
Identifiers - Assessments and Surveys: National Assessment of Educational Progress