 |
 |
 | Continuation of assessment administered in '90,
'92, '96
|
| National samples at grades 4, 8, and 12
|
| State samples at grades 4 and 8
|
| Approximately 250,000 students assessed in national and state samples
|
| Separate national and state samples were assessed permitting accommodations for special-needs students
|
| Questions based on five content strands:
Number sense, properties and operations;
Measurement;
Geometry and spatial sense;
Data analysis, statistics, and probability; and
Algebra and functions.
|
|
| Students answer a combination of multiple-choice and constructed-response questions
|
|
|
Scores up since 1990 for fourth-, eighth-, and twelfth-graders despite recent decline among high school seniors.  |
 |
|
 | 
Gains shown in 26 of 36 participating states in fourth-grade scores since 1992. Gains also shown in 27 of 31 participating states in eighth-grade scores since 1990. |
|
Both male and female students show overall improvement since 1990 in mathematics performance. |
 |
|
 | 
White, black, and Hispanic fourth- and eighth-graders had higher average scores in 2000 than in 1990. |
|
Teachers' training related to math achievement at
grade 8.
Teachers' years of experience associated with student achievement at
grade 8. |
 |
|
 |
Relationship between calculator use and math achievement differed markedly by grade level.
Advanced course-taking at grades 8 and 12 is related to math achievement.
Doing moderate amounts of homework is associated with higher scores.
Having a positive attitude toward math is related to student achievement.
|
|
|
|
|
