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 Pub Number  Title  Date
NCES 2011327 High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 9th-Graders
On June 28, the National Center for Education Statistics will release High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders.

This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009 and will follow these students through postsecondary education and the world of work. The base year data focus on students’ transitions into high school, especially their decisions about courses and plans for postsecondary education and careers. The HSLS:09 study captures these decisions, plans, expectations, and activities generally but also specifically in math and science.
6/28/2011
WWC QREE0412 WWC quick review of the report "Achievement Effects of Four Early Elementary School Math Curricula"
The WWC quick review of the report "Achievement Effects of Four Early Elementary School Math Curricula" examines a study on the relative effectiveness of four early elementary school math curricula: Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. Participating schools were randomly assigned to use one of the four curricula, with a random sample of approximately 10 students per classroom included in the analysis. Overall, the study analyzes data on more than 8,000 first- and second-grade students in 110 schools in 12 districts in 10 states. The study measured the relative effects of the four curricula by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study–Kindergarten (ECLS–K) for first-graders and on a similar assessment adapted for this study for second-graders. The authors found no statistically significant differences among the curricula for first-graders after adjusting results for multiple curricula comparisons within the same analysis. For second-graders, one difference was statistically significant after taking multiple comparisons into account: Second-grade students attending Saxon Math schools scored 0.17 standard deviations higher than students attending Scott Foresman-Addison Wesley Mathematics schools, roughly equivalent to moving students from the 50th to the 57th percentile. The WWC rated the research described in this report as meeting WWC evidence standards, adding that the study was a well-implemented randomized controlled trial.
4/12/2011
NCES 2010016 Eighth-Grade Algebra: Findings From the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K)
This Statistics in Brief provides descriptive statistics on algebra enrollment for the cohort of students in the first-grade class of 1999-2000 who had progressed to eighth grade in the 2006-07 school year (representing about 80 percent of the eighth-grade class of 2006-07). The Brief examines mathematics performance at the end of eighth grade by algebra enrollment and other characteristics, including prior mathematics ability and schools' level of eighth-grade algebra enrollment. Data are drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which included a direct mathematics assessment at the end of the fifth and eighth grades.
10/6/2010
NCES 2010338 Education Longitudinal Study of 2002 Base Year to Second Follow-up Public-use Data
These data are a Public-Use version of the ELS:2002/06 Restricted-use Base Year to Second Follow-up data (NCES 2008-346) released previously. These data can be downloaded using a new “EDAT” web application on the NCES website. The application allows users to download the data files they need for research in one of six statistical programming languages and then select the variables they need to perform that research. ELS:2002/06 is a nationally representative longitudinal survey of 16,200 high school sophomores in 2002, who were interviewed again in 2004 when most were seniors, and again in 2006 when many were sophomores in college or in the workforce. Data are included on the academic and other aspects of the environment of the schools in which these students were enrolled, as well as peer and parental influences. At the college level, data on the extent of college search, expectations, and choice processes prior to college enrollment, as well as information about subsequent pathways into and out of various types of postsecondary institutions are included. The initial entry of these youth into adulthood is then traced with respect to employment, living patterns, family formation, volunteerism, and military service. The last data collection in the survey will be in 2012, when most of the sample members who went to college will have left college and entered the workforce.
3/17/2010
WWC IRMMCM10 Connected Mathematics Project
The Connected Mathematics Project (CMP) is a problem-centered mathematics curriculum designed for all students in grades 6-8. Each grade level of the curriculum is a full-year program and covers numbers, algebra, geometry/measurement, probability, and statistics. The program seeks to make connections within mathematics, between mathematics and other subject areas, and to the real world. The curriculum is divided into a sequenced set of units, each organized around different mathematical topics. The four to seven lessons in a unit each contain one to five problems that the teacher and students explore in class. Additional problem sets, called Applications, Connections, and Extensions, in each lesson help students practice, apply, connect, and extend their understanding and skills. Each lesson culminates in a Mathematical Reflections activity. According to the developers, the CMP addresses National Council of Teachers of Mathematics standards.
1/26/2010
REL 2008036 What States Can Learn About State Standards and Assessment Systems from No Child Left Behind Documents and Interviews with Central Region Assessment Directors
The purpose of this study is to describe the No Child Left Behind requirements for state standards and assessment systems. It examined official documents and peer review decision letters and included interviews with state assessment directors in the Central Region to highlight the challenges states face in developing and implementing approved systems.
4/7/2008
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