NAEP 1996 Mathematics State Report for Guam. Findings from the National Assessment of Educational Progress [electronic resource] / Clyde M. Reese, Laura Jerry and Nada Ballator.
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 mechanis...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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| 088 | |a NCES-97-974-GU | ||
| 099 | |f ERIC DOC # |a ED425986 | ||
| 099 | |f ERIC DOC # |a ED425986 | ||
| 100 | 1 | |a Reese, Clyde M. | |
| 245 | 1 | 0 | |a NAEP 1996 Mathematics State Report for Guam. Findings from the National Assessment of Educational Progress |h [electronic resource] / |c Clyde M. Reese, Laura Jerry and Nada Ballator. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 212 p. | ||
| 500 | |a ERIC Document Number: ED425986. | ||
| 500 | |a Availability: 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. |5 ericd. | ||
| 500 | |a Sponsoring Agency: National Center for Education Statistics (ED), Washington, DC. |5 ericd. | ||
| 500 | |a ERIC Note: For overall report, see ED 406 223. For other state reports, see SE 062 110-156. "In collaboration with Peggy Carr, Jeff Haberstroh, Paul Koehler, Phillip Leung, Mary Lindquist, and John Mazzeo.". |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under ED 1.310/2:425986. | ||
| 520 | |a 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 Guam, 1,431 students in 22 public schools and 317 students in 9 nonpublic schools were assessed at the fourth-grade level and 928 students in 6 public schools and 202 students in 8 nonpublic schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of Guam fourth- and eighth-grade students, compares their overall performance to students in 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 grade 4 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 Guam was 188 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Guam was 239 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Guam or the nation. The average mathematics scale score of eight grade males was lower than that of females in Guam; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth grade, White students in Guam had an average mathematics scale score that was higher than that of Hispanic students but was not significantly different from that of Asian/Pacific Islander students. At the eighth grade, Hispanic students in Guam had an average mathematics scale score that was lower than that of Asian/Pacific Islander students. (ASK) | ||
| 650 | 0 | 7 | |a Algebra. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Education. |2 ericd. |
| 650 | 0 | 7 | |a Functions (Mathematics) |2 ericd. |
| 650 | 0 | 7 | |a Geometry. |2 ericd. |
| 650 | 1 | 7 | |a Grade 4. |2 ericd. |
| 650 | 1 | 7 | |a Grade 8. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Mathematics Education. |2 ericd. |
| 650 | 0 | 7 | |a Measurement. |2 ericd. |
| 650 | 1 | 7 | |a National Competency Tests. |2 ericd. |
| 650 | 0 | 7 | |a Number Concepts. |2 ericd. |
| 650 | 0 | 7 | |a Probability. |2 ericd. |
| 650 | 0 | 7 | |a Problem Solving. |2 ericd. |
| 650 | 0 | 7 | |a Spatial Ability. |2 ericd. |
| 650 | 1 | 7 | |a Standardized Tests. |2 ericd. |
| 650 | 0 | 7 | |a Standards. |2 ericd. |
| 650 | 0 | 7 | |a Statistics. |2 ericd. |
| 650 | 1 | 7 | |a Student Evaluation. |2 ericd. |
| 650 | 0 | 7 | |a Tables (Data) |2 ericd. |
| 650 | 0 | 7 | |a Test Results. |2 ericd. |
| 700 | 1 | |a Jerry, Laura. | |
| 700 | 1 | |a Ballator, Nada. | |
| 710 | 2 | |a Educational Testing Service. | |
| 710 | 2 | |a National Assessment of Educational Progress (Project) | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED425986.pdf |z Full Text (via ERIC) |
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