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Unformatted text preview: CS ASSESSMENT The Long-Term Trend Assessment in Mathematics What does the assessment measure? The long-term trend mathematics assessment is designed to measure students’ knowledge of mathematical facts, their understanding of basic measurement formulas as applied in geometric settings, and their ability to carry out computations using pencil and paper. Questions also assess students’ ability to apply mathematics to daily living skills, such as those involving time and money. Students were not allowed to use a calculator because a large portion of the assessment measured their ability to perform computations. What did students do? Students participating in the assessment responded to questions in three 15-minute sections. Each section contained approximately 21 to 37 questions. The majority of questions students answered were presented in a multiple-choice format. Some questions were administered at more than one age. See more detailed information about the composition of the assessment in the Technical Notes. How did students perform? Results from the 2012 NAEP long-term trend assessment show improvement in the mathematics knowledge and skills demonstrated by 9- and 13-year-olds in comparison to students their age in 1973, but no significant change in the overall performance of 17-year-olds. Although results differ by age group, there is a common pattern of improvement for lower performing students. In some cases, these improvements have led to a narrowing of the racial/ethnic score gaps. 28 THE NATION’S REPORT CARD AVERAGE SCORES Thirteen-year-olds score higher than in all previous assessment years The overall national trend in mathematics shows improvement at ages 9 and 13, but not at age 17 (figure 18). The average score for 9-year-olds was 25 points higher in 2012 than in 1973. Thirteen-year-olds scored higher in 2012 than in all the previous assessment years, with a 19point gain from 1973 and a 4-point gain from 2008. The average score in 2012 for 17-year-olds was not significantly different from the score in 1973. Figure 18. Trend in NAEP mathematics average scores for 9-, 13-, and 17-year-old students Thirteen-year-olds were the only age group to make score gains from 2008 to 2012. * Significantly different (p < .05) from 2012. 1 Extrapolated data adjusting for the limited number of questions from the 1973 mathematics assessment in common with the assessments that followed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1973–2012 Long-Term Trend Mathematics Assessments. TRENDS IN ACADEMIC PROGRESS 2012 29 P ERCENTILE SCORES Lower, middle, and higher performing 9-year-olds make long-term gains Changes in the scores of students performing at different percentiles indicate if overall trends are being driven by lower or higher performing students. The overall gain made by 9-year-olds since the late 1970s is evident at all five percentiles (figure 19). Gains of 22 to about 28 points can be seen across the percentiles reported. Figure 19. Trend in NAEP mathematics percentile scores for 9-year-old students * Significantly different (p < .05) from 2012....
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This document was uploaded on 02/28/2014.

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