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ERIC Number: ED453086
Record Type: Non-Journal
Publication Date: 2001-Aug
Pages: 364
Abstractor: N/A
Reference Count: N/A
The Nation's Report Card: Mathematics, 2000.
Braswell, James S.; Lutkus, Anthony D.; Grigg, Wendy S.; Santapau, Shari L.; Tay-Lim, Brenda; Johnson, Matthew
The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. In 2000, NAEP conducted a national mathematics assessment of fourth-, eighth-, and twelfth-grade students. State-level results were also collected at the fourth and eighth grades within participating states and jurisdictions. This report presents the results of the NAEP 2000 mathematics assessment for the nation and the states. Comparisons are made to performance in previous national assessments in 1990, 1992, and 1996 at grades 4, 8, and 12. Comparison data are given both within and across participating jurisdictions for 1992, 1996, and 2000 at grade 4, and for 1990, 1992, 1996, and 2000 at grade 8. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, percentile distributions and demographic subgroup results are presented, including results by gender, race/ethnicity, region of the country, type of school location, school type, and student eligibility for the free/reduced price lunch program. One chapter focuses on a second set of results that includes the performance of special needs students who were permitted accommodations in the test administration, both in the national and state samples. The report features information on contexts for learning mathematics including teacher characteristics, classroom practices, use of computers/calculators, student attitudes toward mathematics, and out-of-classroom activities. The report also includes sample test questions and examples of student responses. (ASK)
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Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
IES Cited: ED547107