Unformatted text preview: tics, National Assessment of Educational Progress (NAEP),
2012 LongTerm Trend Mathematics Assessment. TRENDS IN ACADEMIC PROGRESS 2012 31 P ERCENTILE SCORES Higher performing 13yearolds make shortterm gains
The increase in the overall average score for 13yearolds from the 1970s to 2012 is reflected at
all five percentiles (figure 20). The longterm gains made by lower performing students at the
10th and 25th percentiles were larger than the gains for higher performing students at the 75th
and 90th percentiles.
Shortterm gains since 2008 were not as broad. The overall score increase is reflected only for
higher performing students at the 75th and 90th percentiles.
Figure 20. Trend in NAEP mathematics percentile scores for 13yearold students The 27point gain
since 1978 at the
10th percentile was
larger than the gains
at the 75th and
90th percentiles. * Significantly different (p < .05) from 2012. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years,
1978–2012 LongTerm Trend Mathematics Assessments. 3 2 THE NATION’S REPORT CARD ITEM MAP What 13yearolds know and can do in mathematics
As shown in the item map below, 13yearolds with a score of 236 were likely to be able to use
geometric properties to determine the measure of an angle in a set of intersecting lines. Students
with a score of 307 were likely to be able to successfully write an improper fraction as a decimal. Age 13 NAEP Mathematics Item Map
Scale score
500
//
340
337
320
310
307
302
300 Question description
Compare units of length (MC)
Identify fractional models (MC)
Determine the percent given the part and the whole (MC  age 17)
Rewrite an algebraic expression (MC  age 17)
Write an improper fraction as a decimal (CR)
Compute the area of a square (CR)
Add two fractions with unlike denominators (MC  age 17) 300
296
291
287
285
277
271
268
260
257
255
254 Use place value to identify a decimal number (MC)
Identify a relationship between two unknown values (MC)
Estimate length (MC  age 17)
Use and interpret number models (CR  age 9)
Read and interpret data from a table (CR  age 17)
Use the transitive property (MC  ages 9 and 17)
Find factors of numbers (MC)
Identify a figure based on relationship to other figures (MC  age 9)
Identify a particular threedimensional figure (MC  age 17)
Add two fractions with like denominators (MC  ages 9 and 17)
Find the value of a variable that makes an equation true (CR) 250
248
240
236
231
224
216
206 Determine probability (MC)
Compute the perimeter of a square (MC  age 9)
Use geometric properties to determine angle measure (MC)
Read and interpret data from a bar graph (MC)
Evaluate an algebraic expression for a given value (CR  age 17)
Multiply a threedigit number by a singledigit number (MC  age 9)
Subtract a twodigit number from a twodigit number (CR) 200
186
165
158
//
0 Identify a symmetric shape (MC  age 9)
Read and interpret a circle graph (MC  age 9)
Solve a problem in context (MC) CR Constructedresponse question MC Multiplechoice question NOTE: Ages in parentheses indicate a crossage question. The position of a question on the scale represents the scale score attained by students who had a 65 percent probability of
successfully answering a constructedresponse question, a 77 percent probability of correctly answering a threeoption multiplechoice question, a 74 perc...
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 Spring '14
 The Land, Educational years, National Assessment of Educational Progress, NAEP, Ninth grade

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