Education's Report Card

They are developing an understanding of functions and

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Unformatted text preview: s, measure lengths and angles, and calculate areas of rectangles. These students are also able to interpret simple inequalities, evaluate formulas, and solve simple linear equations. They can find averages, make decisions based on information drawn from graphs, and use logical reasoning to solve problems. They are developing the skills to operate with signed numbers, exponents, and square roots. LEVEL 250: Numerical Operations and Beginning Problem Solving Students at this level have an initial understanding of the four basic operations. They are able to apply whole number addition and subtraction skills to one-step word problems and money situations. In multiplication, they can find the product of a two-digit and a one-digit number. They can also compare information from graphs and charts and are developing an ability to analyze simple logical relations. LEVEL 200: Beginning Skills and Understandings Students at this level have considerable understanding of two-digit numbers. They can add two-digit numbers but are still developing an ability to regroup in subtraction. They know some basic multiplication and division facts, recognize relations among coins, can read information from charts and graphs, and use simple measurement instruments. They are developing some reasoning skills. LEVEL 150: Simple Arithmetic Facts Students at this level know some basic addition and subtraction facts, and most can add two-digit numbers without regrouping. They recognize simple situations in which addition and subtraction apply. They also are developing rudimentary classification skills. 3 6 THE NATION’S REPORT CARD Reported for age 17 17 13 17 13 9 13 9 9 PERFORMANCE LEVELS Figure 22. Trend in NAEP mathematics performance-level results for 9-, 13-, and 17-year-old students Age 9 Age 13 Age 17 * Significantly different (p < .05) from 2012. NOTE: The revised assessment format introduced more current assessment procedures and content. 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 Long-Term Trend Mathematics Assessments. TRENDS IN ACADEMIC PROGRESS 2012 37 R ACIAL/ETHNIC GAPS White – Black score gap narrows at all three ages Even though White students continued to score 25 or more points higher on average than Black students in 2012, the White – Black gap narrowed in comparison to the 1970s at all three ages. The White – Hispanic gap also narrowed from 1973 at ages 13 and 17, but did not change significantly at age 9. Black 9-year-olds make larger gains than White students The 36-point gain made by Black 9-year-olds from 1973 was larger than the gain made by White students, leading to a narrowing of the White – Black score gap in 2012 (figure 23). Hispanic students made a 32-point gain, but this was not significantly different from the gain for White students (figure 24). Consequently, the White – Hispanic gap did not narrow significantly even though it was numerically smaller. Figure 23. Trend in NAEP mathematics average scores and score gaps for White an...
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This document was uploaded on 02/28/2014.

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