ERIC Number: ED462296
Record Type: Non-Journal
Publication Date: 2002-Jan
Reference Count: N/A
Raising Achievement and Reducing Gaps: Reporting Progress toward Goals for Academic Achievement in Mathematics. Lessons from the States.
Barton, Paul E.
This report draws on an in-depth analysis of previously unpublished data from the National Assessment of Educational Progress (NAEP) to gauge progress in mathematics toward the goal set following the Education Summit in Charlottesville, VA in September, 1989. The goal of the summit was to have students demonstrate knowledge in challenging subject matter with the objective that the academic performance of all students at the elementary and secondary level will increase significantly in every quartile, and the distribution of minority students in every quartile will more closely reflect the student population as a whole. The data in the report are for changes in achievement in 4th grade mathematics for the period from 1992 to 2000, and in 8th grade mathematics for the period from 1990 to 2000. Data are also provided on the gap between poor and non-poor students from 1996 to 2000. Overall there was widespread improvement in performance in mathematics up and down the distribution. By contrast, there was almost no improvement in the gap between white students and minorities (black and Hispanic) with a similar absence of improvement for poor versus non-poor (over a shorter time period), and with modest improvement in the gap between top and bottom scoring students. (MM)
Descriptors: Academic Achievement, Academic Standards, Achievement Tests, Comparative Analysis, Data Analysis, Educational Testing, Elementary Education, Grade 4, Grade 8, Mathematics Achievement, Mathematics Education, Minority Groups, National Competency Tests, Tables (Data)
National Education Goals Panel, 1255 22nd Street NW, Suite 502, Washington, DC 20037. Tel: 202-724-0015; Fax: 202-632-0957; e-mail: firstname.lastname@example.org; web site: http://www.negp.gov.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: National Education Goals Panel (ED), Washington, DC.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress