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 Pub Number  Title  Date
REL 2020023 What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8?
Algebra I is considered a gateway course for advanced math. Consequently, there has been a trend toward enrolling students in Algebra I earlier in the middle grades in order to increase opportunities for students to take more advanced math courses in high school. The challenge for educators lies in determining which students are ready to take Algebra I in middle school and which students need more time to develop foundational knowledge and skills before taking Algebra I. To inform strategies that address this challenge, educators from the Missouri Department of Elementary and Secondary Education partnered with Regional Educational Laboratory Central to investigate the specific foundational knowledge and skills that are associated with achievement in Algebra I. This study examined whether student knowledge in five domains of math assessed in grade 7 was associated with Algebra I achievement. The study found that students’ scores in all five of the grade 7 domains were related to Algebra I achievement, but their performance in the expressions, equations, and inequalities domain was most strongly related. The number sense and operations domain was more strongly associated with Algebra I achievement for English learner students than it was for students without this designation. No clear differences in these associations were found between students who were receiving special education services and those who were not.
8/4/2020
WWC 2020006 Intervention Report: Full Option Science System
This What Works Clearinghouse (WWC) intervention report summarizes the research on Full Option Science System (FOSS), a curriculum including content in the physical, earth, and life sciences that is designed to improve student science achievement in kindergarten through Grade 8. No eligible studies of FOSS met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program.
5/20/2020
NCES 2020144 The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/19/2020
NCES 2020072 Highlights of the 2018 Program for International Student Assessment (PISA) Financial Literacy Assessment
This web-based report presents the 2018 results of the PISA financial literacy assessment. The United States, along with 19 other economies, participated in this optional assessment. The United States has now administered financial literacy in PISA in three successive cycles: 2012, 2015, and 2018.

This web report focuses on the results of the 2018 PISA financial literacy assessment from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.

This web report can be accessed directly by going to https://nces.ed.gov/surveys/pisa/pisa2018 and selecting "Financial Literacy."
5/7/2020
NCES 2020017 The Nation's Report Card: 2018 U.S. History, Geography, and Civics at Grade 8, Highlights Reports

These online Highlights reports present an overview of results from the NAEP 2018 civics, geography, and U.S. history reports. The reports include national results on the performance of eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by racial/ethnic groups, gender, type of school, and other demographic groups.

There was no significant change in the 2018 average civics score for eighth-grade students compared to the score in 2014. Reflecting the relatively stable overall average score since 2014, there were no significant changes in the scores of students at any of the selected percentile levels or for any of the major student groups that NAEP reports on. The 2018 average civics score was higher than the score in 1998. In addition, the scores of lower-performing students (those at the 10th and 25th percentiles) in 2018 were also higher than in 1998.

The 2018 average geography score for eighth-grade students was lower than in 2014. In 2018, scores for lower-performing students at the 10th and 25th percentiles decreased compared to scores in 2014, while the scores for middle- and higher-performing students remained relatively stable. There was no significant change in the 2018 score compared to the score from the first assessment in 1994; however, scores for higher-performing students (those at the 75th and 90th percentiles) were lower than in 1994.

In 2018, the average U.S. history score for eighth-grade students was lower than in 2014. Students at all selected percentile levels other than those at the highest level (those at the 90th percentile) saw a decrease in their scores. Compared to the score in the first assessment year in 1994, the 2018 average U.S. history score was 4 points higher. Students across performance levels made gains compared to 1994 except those at the 90th percentile, where there was no significant change in the score for these highest-performing students.

Highlighted results include responses of students and teachers to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both in and outside of the classroom. In addition, the report includes sample questions from the assessments to help illustrate the types of knowledge and skills measured in civics, geography, and U.S. history.

4/23/2020
NCES 2020051 U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.

This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
12/24/2019
NCES 2020009 Digest of Education Statistics, 2018
The 54th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/24/2019
NCES 2020166 Highlights of U.S. PISA 2018 Results Web Report
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 77 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2018 being the latest round.

In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels.
12/3/2019
NCES 2019164 U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) Web Report
This web report provides comparative information about the computer and information literacy of 8th-grade students in the United States and 13 other education systems that participated in the International Computer and Information Literacy Study (ICILS) 2018. ICILS is a computer-based international assessment, sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). It measures 8th-grade students’ skill and experience in using information communications technologies (ICT) as well as teacher use of ICT in school. ICILS data are based on an assessment of student ICT capabilities using a computer as well as student and teacher responses to survey questions on computer access, use, and self-efficacy.
11/5/2019
NCES 2020012 2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts

These online Highlights present overviews of results from the NAEP 2019 mathematics report and the 2019 reading report. Highlighted results include key findings for the nation, states/jurisdictions, and the 27 districts that participated in the Trial Urban District Assessment (TUDA) at grades 4 and 8. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.

The 2019 average scores were higher for grade 4 mathematics, lower for grade 8 mathematics, and lower at both grades for reading compared to averages scores in 2017. Over the long term, however, the national average scores in both subjects were higher for both grades compared to the initial assessment years (1990 for mathematics and 1992 for reading). At the state level, average mathematics scores were mainly steady across states/jurisdictions at both grades since 2017: at grade 4, scores were higher in nine and lower in 3 states/jurisdictions. Average reading scores were lower compared to 2017 in 17 states/jurisdictions at grade 4 and in 31 states/jurisdictions at grade 8; one state/jurisdiction at each grade had a score increase since 2017.

Average mathematics and reading scores across the participating TUDA districts were relatively stable since 2017: mathematics scores increased in five TUDA districts at grade 4 and in four districts at grade 8; one district at grade 4 and three districts at grade 8 had lower mathematics scores since 2017. Only one TUDA district had a higher reading score in 2019 compared to 2017. Reading scores were lower compared in 2017 in three districts at grade 4 and in 11 districts at grade 8.

Highlighted results include responses of students and teachers to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both in and outside of the classroom.

Full results for each subject are available in the 2019 NAEP Mathematics Report and the 2019 NAEP Reading Report.

10/30/2019
NCES 2020013 NAEP Mathematics 2019 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2019 mathematics assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2019 to other states/jurisdictions is also displayed.
10/30/2019
NCES 2020014 NAEP Reading 2019 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2019 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2019 to other states/jurisdictions is also displayed.
10/30/2019
NCES 2020015 NAEP Mathematics 2019 District Snapshot Reports
Each district that participated in the NAEP 2019 mathematics assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch.
10/30/2019
NCES 2020016 NAEP Reading 2019 District Snapshot Reports
Each district that participated in the NAEP 2019 reading assessment receives a one-page Snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch.
10/30/2019
REL 2020005 Associations between the qualifications of middle school Algebra I teachers and student math achievement
This report describes the associations between middle school teacher qualifications and student achievement in Algebra I. The authors used data provided by the Missouri Department of Elementary and Secondary Education. Results suggest that the teacher qualification most strongly associated with middle school student achievement in Algebra I was performance on mathematics certification exams, followed by years of experience teaching mathematics. Teacher performance on mathematics certification exams and years of experience teaching mathematics were also strongly associated with achievement in Algebra I for under-represented and disadvantaged student subgroups.
10/15/2019
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