• Other Publications
  • Programs and Plans of the National Center for Education Statistics: 2001
  • The Nation's Report Card: Mathematics Highlights 2000
  • The Nation's Report Card: State Mathematics 2000 Reports
• Funding Opportunities
  • The AERA Grants Program
  • The NAEP Secondary Analysis Grant Program

This publication summarizes current NCES statistical programs, including major publications and plans for future work. It includes descriptions, timelines, and plans for all NCES data collections, such as the Common Core of Data, Integrated Postsecondary Education Data System, National Assessment of Educational Progress, Early Childhood Longitudinal Study, Third International Mathematics and Science Study–Repeat, and National Postsecondary Student Aid Study. Also described in this publication are NCES centerwide programs and services, such as statistical standards, training, technology, and customer service.

Editor Affiliation: C. Davis, NCES. For questions about content, contact Celestine Davis (celestine.davis@ed.gov) To obtain this publication (NCES 2001-038), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov).

The National Assessment of Educational Progress (NAEP), known as “The Nation’s Report Card,” is authorized by Congress, administered by NCES, and overseen by the National Assessment Governing Board (NAGB). For over 30 years, NAEP has been the only ongoing national indicator of what American students know and can do in major academic subjects. In 2000, NAEP administered a mathematics assessment to a national sample representative of all students at grades 4, 8, and 12. In addition, state-level results were collected at grades 4 and 8. The findings from the NAEP 2000 Mathematics Assessment provide a picture of U.S. students’ mathematics knowledge, skills, and achievement.

This 16-page publication uses a full-color tabloid format to present highlights from the 2000 mathematics assessment. It describes the assessment content, presents major findings, and provides information about practices at home and in school that are related to mathematics achievement. Results in 2000 are compared to results in 1990, 1992, and 1996. The publication also includes sample test questions and examples of student responses.

Author Affiliation: S.L. Santapau, Educational Testing Service. For questions about content, contact Arnold Goldstein (arnold.goldstein@ed.gov) To obtain this publication (NCES 2001-518), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov).

National Assessment of Educational Progress (NAEP) assessments are administered at both the state and national levels. The NAEP 2000 Mathematics Assessment collected state-level results for fourth- and eighth-graders who attended public schools in states and other jurisdictions that volunteered to participate. NAEP has collected state-level mathematics results since 1992 at grade 4 and since 1990 at grade 8.

This series of reports provides each participating jurisdiction with an overview of its results from the 2000 mathematics assessment as well as previous assessments. Each jurisdiction receives its own customized report, which presents results for public school students in that jurisdiction, along with national and regional results for comparison. Each report also presents a second set of results that includes the performance of special-needs students who were permitted accommodations in the test administration. In addition, the report includes information about the assessment content, the sample of students assessed, and the way results are reported.

Author Affiliations: C. Solomon, L. Jerry, and A. Lutkus, Educational Testing Service. For questions about content, contact Arnold Goldstein (arnold.goldstein@ed.gov). To obtain this publication (NCES 2001-519), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov).

Jointly funded by the National Science Foundation (NSF), NCES, and the Office of Educational Research and Improvement (OERI), this training and research program is administered by the American Educational Research Association (AERA). The program has four major elements: a research grants program, a dissertation grants program, a fellows program, and a training institute. The program is intended to enhance the capability of the U.S. research community to use large-scale data sets, specifically those of the NSF and NCES, to conduct studies that are relevant to educational policy and practice, and to strengthen communications between the educational research community and government staff.

Applications for this program may be submitted at any time. The application review board meets three times per year. The following are examples of grants recently awarded under the program:

Research Grants

• Mark Beasley, St. John’s University—Effects of Educational Opportunity on the Intraschool Distribution of Eighth-Grade Mathematics Achievement in the U.S. and Korea: Multilevel Analyses of TIMSS
  
• Douglas Downey, Ohio State University—When the Time Is Right: Delayed Entry to Kindergarten and Its Consequences for Stratification
  
• Ithel Jones, Florida State University—Social and Academic Effects of Varying Types of Preschool Experiences
  
• Lois Joy, Smith College—Gender Differences in the Transition From College to Work: Salaries, Occupations, and Job Changes in the Skilled Job Market
  
• Seongeun Kim, University of California, Los Angeles—Prevention of School Violence and Crime: Investigation of Cross-Level Interaction Effects of Risk and Protective Factors on Adolescent Violence and Crime Using Multilevel Longi-tudinal Methods
  
• John Warren, University of Washington—Trends in the Selectivity and Consequences of Adolescent Employment, 1966–1997
  

• Percy Abram, Stanford University—Does Language Matter? The Effects of Language on the Development of Social Capital Among Latino Students
  
• Nora Gordon, Harvard University—Tracking Title I: From Revenues to Inputs to Outcomes
  
• Jenifer Hamil-Luker, University of North Carolina, Chapel Hill—Differential Participation in and Returns to Education Over the Life Course
  
• Amy Lutz, SUNY-Albany—Bilingualism in the USA: Language Outcomes and Consequences for Hispanic Youth
  
• David Most, University of California, Los Angeles—Funding and Finishing the Ph.D.: The Role of Various Patterns of Graduate Support Mechanisms
  
• Gregory Palardy, University of California, Santa Barbara—An Improved Model for the Equitable Evaluation of School Effectiveness: An Application of Multilevel Latent Variable Growth Modeling
  

The NAEP Secondary Analysis Grant Program was developed to encourage education researchers to conduct secondary analysis studies using data from the National Assessment of Educational Progress (NAEP) and the NAEP High School Transcript Studies. This program is open to all public or private organizations and consortia of organizations. The program is typically announced annually, in the late fall, in the Federal Register. Grants awarded under this program run from 12 to 18 months and awards range from $15,000 to $100,000. The following grants were awarded for fiscal year 2001:

• David Grissmer, Rand Corporation—Analyzing State NAEP Data to Address Educational Policy Issues in K–12 Education
  
• Lawrence Rudner, LMP Associates, Inc.—Scoring Content Essays Using Bayesian Networks
  
• Robert Lissitz, University of Maryland—Science Achievement in Social Contexts: An Alternative Method for Analysis of Data From NAEP
  
• Richard Niemi, University of Rochester—Components of Knowledge in the NAEP 1998 Civics Main and Trend Assessments
  
• Daniel Sherman, American Institutes for
  Research—Application of Small Area Estimation Methods to NAEP
  
• Claudia Gentile, Educational Testing Service—Evaluating the “Creative” in Creative Writing
  
• Matthew Schultz, ACT, Inc.—Describing Achievement Levels With Multiple Domain Scores