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Using NAEP Results to Examine State Trends in Mathematics Achievement

Using NAEP Results to Examine State Trends in Mathematics Achievement. Janet H. Kane Norman L. Webb Wisconsin Center for Education Research University of Wisconsin--Madison.

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Using NAEP Results to Examine State Trends in Mathematics Achievement

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  1. Using NAEP Results to Examine State Trends in Mathematics Achievement Janet H. Kane Norman L. Webb Wisconsin Center for Education Research University of Wisconsin--Madison Presented at the Annual Meeting of the American Educational Research Association Montreal, Canada April, 2005

  2. Research Goals • Develop state profiles from NAEP data for tracking the effects of a state’s educational improvement efforts. • Identify differences between states with large increases in NAEP mathematics achievement and other states.

  3. Methodology Graphical displays of descriptive statistics across time (1992, 1996, and 2000) Goal 1 - Trends from 1992 to 2000 at grades 4 and 8 • Mean mathematics composite • Content strand means • Percentage of students at each achievement level • Cohort growth on content strands from grade 4 to grade 8

  4. Mathematics composite by gender • Mathematics composite by race/ethnicity • Achievement levels by race • Cohort growth by race • Black/White achievement gaps for mathematics composites and content strands • Hispanic/White achievement gaps for mathematics composites and content strands • Indicators of reform-related instructional practices

  5. Examples Goal 2 – Comparisons between states with large increases in mathematics achievement (i.e., > 9.5 points across 8 years) and other states (N = 30)

  6. Findings • States with comparatively large increases in their mathematics composites also had: • Relatively large mean increases on several content strands • Relatively large mean increases for more than one racial/ethnic group • Decreases of 10 points or more in the percentage of students Below Basic in all racial/ethnic groups • Narrowing of Black/White achievement gaps at grade 4 • Narrowing of Hispanic/ White achievement gaps at grade 8

  7. General Conclusion States with large gains in their mean mathematics composites emphasized broad content coverage and reached diverse populations in their educational reforms.

  8. What’s possible across 8 years? • Increase mean composite at the rate of 2 to 3 scale points per year. • Decrease the percentage of students Below Basic by 2 to 3 percentage points per year. • Increase the percentage At or Above Proficient by 1 to 2 points a whole for all students. One state, Indiana, had similar increases for Black, White, and Hispanic students at grade 4.

  9. The complete paper and state profiles are available at: www.wcer.wisc.edu/ssi Select Publications Informing State Mathematics Reform Through State NAEP NAEP State Profiles This research was supported by grants from the U. S. Department of Education and the National Science Foundation

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