Search Results: (1-15 of 416 records)
|REL 2020039||The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments
Several school districts in Georgia currently use two teacher-administered diagnostic assessments of student mathematical knowledge as part of their multi-tiered system of support in grades K-8. These assessments are the Global Strategy Stage (GloSS; New Zealand Ministry of Education, 2012) and the Individual Knowledge Assessment of Number (IKAN; New Zealand Ministry of Education, 2011). However, little is known about the inter-assessor reliability and consequential validity of these assessments. Inter-assessor reliability indicates whether two teachers obtain the same score for a student after administering the test on two occasions, and consequential validity explores perceptions of the value of using the assessments. Rather than rely on occasional testimonials from the field, decisions about using diagnostic assessments across the state should be based on psychometric data from an external source. Districts not currently using the GloSS and IKAN have indicated that they would consider using them to assess students’ current level of mathematical understanding and determine appropriate levels of instruction and intervention, if they were proven to be reliable and valid diagnostic assessments. This study found that the inter-assessor reliability for the GloSS measure and the IKAN Counting Interview is adequate. The inter-assessor reliability for the IKAN Written Assessment (one of the two components of the IKAN) is inadequate, and additional attention must be directed toward improving training for this measure so that reliability can be established. Teachers indicated that they found the data from the GloSS and IKAN assessments more useful than screening data currently in use for guiding decisions about how to provide intervention. Although teachers interviewed in the study’s focus groups expressed strong support for using both assessments, they reported in the study survey that the GloSS is more useful than the IKAN because it addresses students' solution strategies, which most other mathematics measures do not assess. Teachers did express some criticisms of both assessments; for example, they felt the IKAN Written Assessment should be untimed and that the GloSS should include familiar vocabulary.
|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.
|NCES 2020068||Process Data From the 2017 NAEP Grade 8 Mathematics Assessment
This report describes the contents of the first-ever NCES release of a response process dataset from the National Assessment of Educational Progress (NAEP). Response process data are the data generated from students’ interactions with a digitally based assessment. The data include the time students spend on assessment items; their keypresses as they progress through the assessment; how they use onscreen tools made available to all learners (such as the calculator); and the use of accommodations (for example, text-to-speech). The response process dataset files will be released as a restricted-use data (RUD) package including the response process data, as well as linked datasets on students’ responses to assessment items and their demographics and accommodation information. Data will be available only for students who were assessed using assessment items that were released to the public from the 2017 grade 8 mathematics assessment. People interested in accessing the data must obtain a restricted-use data license from NCES.
|NCES 2020037||From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking?
This study measures the validity of the mathematics and science coursetaking information reported by high school students by comparing it to information obtained from the NAEP High School Transcript Study (HSTS). The HSTS is an administrative data collection of transcripts belonging to high school graduates who took the NAEP twelfth-grade mathematics and science assessments. The HSTS provides NAEP with an opportunity to compare the official coursework recorded on students’ high school transcripts to their self-reported high school coursetaking and identify any differences. Such differences are important to consider when exploring the relationship between student reported coursetaking and other measures of student educational performance, such as NAEP twelfth-grade assessment scores.
|NCES 2020047||U.S. PIAAC Skills Map: State and County Indicators of Adult Literacy and Numeracy
The U.S. PIAAC Skills Map allows users to access estimates of adult literacy and numeracy proficiency in all U.S. states and counties through heat maps and summary card displays. It also provides estimates of the precision of its indicators and facilitates statistical comparisons among states and counties.
|NCES 2020225||Program for the International Assessment of Adult Competencies (PIAAC): State and County Estimation Methodology Report
This report describes the statistical methodology used to produce estimates of average scores and high, middle, and low proficiency levels of adult skills for every state and county in the United States.
|WWC 2020005||Intervention Report: Fraction Face-Off! Primary Mathematics
This What Works Clearinghouse (WWC) intervention report summarizes research on Fraction Face-Off!, a supplemental math program designed to assist fourth-grade students with solving fraction problems. The WWC reviewed eligible research on Fraction Face-Off! and found that this program may increase fourth-grade student achievement in geometry and measurement, numbers and operations, and general mathematics skills.
|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.
|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.
|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.
|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.
|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.
|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.
|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.
|NCES 2019106||School Choice in the United States: 2019
School Choice in the United States: 2019 uses data from multiple surveys to describe the landscape of school choice. The report discusses the changes over time in enrollment in traditional public, public charter, and private schools, as well as changes in the number of students who were homeschooled. It includes information on the characteristics of students enrolled in public and private schools, as well as characteristics of students who were homeschooled.