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ERIC Number: ED446151
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 173
Abstractor: N/A
Reference Count: N/A
MSPAP Impact Study, Volume I: Mathematics.
Lane, Suzanne; Parke, Carol S.; Stone, Clement A.
The impacts of the Maryland State Performance Assessment Program (MSPAP) and the Maryland Learning Outcomes (MLOs) on curriculum, classroom instruction and assessment, professional development, and student learning were studied. Data sources were questionnaires completed by principals, mathematics teachers, and students from 90 elementary and middle schools and a review of mathematics classroom instruction, assessment, and test preparation activities. Most principals and teachers indicated that they were moderately or very familiar with the purpose, content, and format of the MSPAP, and most were familiar with the MLOs. Most students, who represented two "on" years (grades 5 and 8) and two "off" years (grades 4 and 7), indicated that they were familiar with the purposes of the MSPAP. The majority of principals and teachers indicated that both mathematics procedural knowledge and problem solving were assessed by the MSPAP to a moderate or great extent, and most felt that the emphasis was appropriate. The majority of teachers (82%) indicated that MSPAP had a moderate or great impact on their classroom activities, and that this impact increased over the years. Most fifth and eighth grade students indicated that the use of MSPAP-like tasks in their instruction helped them answer the MSPAP tasks. Analyses of student performance over time showed significant differences in MSPAP school performance in 1997 and in MSPAP gains from 1993 to 1997. Findings also show that schools for which teachers reported that MSPAP had greater influence on their instruction had greater MSPAP performance gains. Five appendixes contain additional information about MSPAP results. (Contains 80 tables and 28 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: N/A