1990 National Assessment of Educational Progress in Mathematics Analysis and Interpretive Remarks
The National Assessment of Educational Progress (NAEP) Report on Mathematics Achievement (hereafter to be called the Report) released on June 6, 1991, confronts our professional knowledge regarding mathematics education. In many instances it confirms much of what research has already described and what we have feared regarding mathematics education. The purpose of this research brief is to describe twelve basic conclusions that can be drawn from the report and to provide interpretive comments of the important findings in the 1990 National Assessment of 2 Educational Progress in Mathematics. Three questionsguided our analysis: l) What information was confirmed? 2) What areas of the mathematics curriculum need to be restructured? 3) What assumptions are challenged?
What does the report confirm?
1. Our mathematics education system is unable to educate the nation's youth to a level of performance capable of maintaining leadership positions in the global market. Raising achievement levels of even the most proficient student remains difficult. Disadvantaged students are affected the most, but advantaged students are also suffering.- Most 4th graders should have reached the 250 level (the upper elementary curriculum), yet only 11% have attained the level. No 4th graders attained level 300 (the middle school curriculum) or XQ (the high school curriculum).
- Many 8th graders should reach the 250 level, yet only 66% reached that level. No 8th graders achieved the 350 level.
- Most seniors should have reached the 300 level, yet, only 41% attained that level. Many seniors should have reached level 350 (the high school curriculum), yet only 5% attained that level. However, 91% of the high school seniors did attain level 250.
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John Pisapia
Nicole R. Lewis
Information found in this research brief has been synthesized from the following MERC publication. Copies can be purchased using the online order form on the publications page.
Pisapia J., & Gross, E. (1991, June). 1990 National Assessment of Educational Progress in mathematics: Analysis and interpretive remarks of the state of mathematics achievement.