Skip to main content

Mathematics Education in the Middle Grades Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences (2000) / Chapter Skim
Currently Skimming:

Appendix 6. Background Paper for the Convocation: What is 8th Grade Mathematics: A Look from NAEP
Pages 247-252

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 247...
... First, they show that our eighth grade students have ma(le consistent progress over time in mathematics. The achievement trend on national NAEP is split into two sections, as the nature of the NAEP assessment was change(1 in 1990 by the National Assessment Governing Board to renect more open-en(le(1 problem solving anti to narrow the number of (lifferent content areas in mathematics that were to be assessed.
Read the entire page →
From page 248...
... Besides this. critics of school reform anti change in mathematics education might also in(licate concern over the change nature of the test anti fee} that the "basics" have been left out of the new NAEP assessment starting in 1990
Read the entire page →
From page 249...
... None of the assessment results suggests that the "baby has been thrown out with the bathwater" in the move to reform school mathematics. BACKGROUND PAPER ON NAEP OTHER NAEP RESULTS In addition to the achievement information, the National NAEP program collects information from the students relative to their beliefs anti (1emographic backgrounds, from their teachers relative to their instruction and their education, and from their schools about the organization and curriculum of the school program.
Read the entire page →
From page 250...
... KnowIecIge of the NCTM StancIarcIs Eighth-grade teachers reported that on average 26% of them ha(1 ha(1 less than 6 hours of professional (levelopment in mathematics during the past year, 29% had from 6 to 15 hours of professional development in mathematics during the past year, and 45% had over 15 hours of professional development in mathematics during the past year. When one considers that 15 hours of professional development is less than two working days' time, one recognizes that over half of the nation's eighthgrade students are being taught by teachers who are receiving precious little opportunity for growth in their major teaching field.
Read the entire page →
From page 251...
... Item Types arc! Special StucIies The items in the 1996 NAEP were approximately distributed as follows: 55% multiple choice, 38% short student constructed answer, and 7% extended student constructed answer format.
Read the entire page →
From page 252...
... A thorough reading of the NAEP reports wait provide an even more complete picture of eighthgrade mathematics in the United States today. APPE N DIX 6 References Campbell, I.R, Voelkl, K.E., & Donahue, P.L (1997~.
Read the entire page →

Key Terms

  • naep assessment
  • professional development
  • national assessment
  • school mathematics
  • national naep

  • student performance
  • student constructed
  • naep trencl
  • eighth grade
  • eighth graders

  • educational progress
  • trencl scores
  • constructed answer
  • constructed response
  • achievement scores

  • naep trend
  • assessment results
  • evaluation standards
  • achievement results
  • extended student

  • assessment indicated
  • response items
  • random samples
  • trend assessment
  • sth grade

  • teachers indicated
  • school certification
  • naep reports
  • trend knowledge
  • beliefs anti


    • This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
    More information on Chapter Skim is available.