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Download full textBen Backes; Michael DeArmond; Elise Dizon-Ross; Dan Goldhaber – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2023
Given math's importance, states are adopting a range of K12 policies to improve math outcomes. As these and other policies unfold, policymakers need to monitor intended outcomes and ultimately gauge impact. They need answers to basic questions: Are more students taking and passing algebra and advanced math? Are performance gaps changing between…
Descriptors: Elementary Secondary Education, Mathematics Achievement, Educational Policy, State Policy
Peer reviewed
Direct linkDomina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew – American Educational Research Journal, 2016
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political…
Descriptors: Middle School Students, Track System (Education), Student Placement, Mathematics
Domina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew – Grantee Submission, 2016
Between 2003 and 2013, the proportion of California 8th graders enrolled in Algebra or a more advanced course nearly doubled to 65 percent. In this paper, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political…
Descriptors: Middle School Students, Track System (Education), Student Placement, Mathematics
Domina, Thurston; Penner, Andrew M.; Penner, Emily K.; Conley, AnneMarie – Society for Research on Educational Effectiveness, 2012
In this paper, the authors investigate the consequences of curricular intensification by examining changes in the social organization of schooling and student achievement in one California school district. The authors' analyses consider the following three research questions: (1) What effect did 8th grade curricular intensification have on…
Descriptors: Middle Schools, Mathematics Curriculum, Algebra, Geometry
National Center for Education Statistics, 2011
Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts…
Descriptors: Achievement Gap, Algebra, Comparative Analysis, Disabilities
Reese, Clyde M.; Jerry, Laura; Ballator, Nada – 1997
The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44…
Descriptors: Algebra, Elementary Education, Functions (Mathematics), Geometry
PDF pending restorationNational Assessment of Educational Progress, Princeton, NJ. – 1993
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment which, for the first time in the NAEP's history, made voluntary state-by-state assessments. This 1992 mathematics report marks the first attempt of the National Center for Education Statistics (NCES) to shift to standards-based reporting of National…
Descriptors: Algebra, Calculators, Elementary Education, Estimation (Mathematics)
