One thousand seven hundred sixty-seven elementary school students in Georgia were tested for motor performance and for reading and mathematics abilities. The finding that motor performance variables were significantly related to reading and mathematics abilities suggests that motor performance objectives should be included in elementary school…

For over two decades the International Association for the Evaluation of Educational Achievement has administered achievement tests internationally. Results of past and future tests can not only indicate where U.S. students rank in achievement, but also broaden curriculum makers' visions of what is desirable for students. (Author/JM)

The purposes were to delineate and describe sex differences in mathematics achievement and participation and to investigate the usefulness of the fear of success construct in explaining the differences. Findings highlight the effects of environmental pressures on sex-related differences in mathematics performance and participation. (MP)

Presents the results of research that investigated three variables as possible causes for different academic achievements of Hispanic students and nonminority students: (1) academic preparation, (2) motivational factors, and (3) social and economic status. Provides suggestions for improving the performance of Hispanic students in mathematics and…

Determines that the eighth grade reading and mathematics achievement scores of Cherokee Indian students in Oklahoma improve for those receiving four to five years of bilingual instruction. Makes five recommendations for further study and implementation of bilingual education; appends tables of statistical findings. (LC)

Three studies evaluating the validity of the descriptors and exemplars of the National Assessment of Educational Progress (NAEP) as characterizations of the actual mathematics performance of students at achievement levels are reported. Serious inconsistencies were found between actual performance and descriptors and exemplars. Recommendations for…

In this phenomenological study, seven veteran elementary school teachers explored how they were able to make accurate and timely decisions about their students' mathematical understanding. Patterns of recognizable phenomena were recognized that teachers implicitly perceived and interpreted as indicators of children's understanding. (SLD)

Using arithmetic-achievement data on 50,000 pupils in 560 Dutch elementary schools, explores differences among high-, average-, and low-achieving schools. Only one characteristic, educational leadership, was related (negatively) to effectiveness. Teachers in highly effective schools give more whole-class instruction, have the same goals for all…

Neglected or abused/neglected children (N=420) were compared with matched, nonmal-treated children on measures of school performance. Differences between the sexes in timing of academic difficulties was found for both math and English. Grades of neglected and abused/neglected students paralleled that of nonmal-treated students but were lower at…

Reasons for the gender gap on mathematics achievement test scores among the gifted are discussed, including the influence of teachers and peers. Recommendations are offered for changing the classroom environment and for implementing interventions that would affect the external factors surrounding gifted girls. Possible future research areas are…

Studied the effects of variations in screen size, resolution, and presentation delay on verbal and mathematics scores on a computerized test for 357 high school juniors. No significant differences were found for mathematics scores, but verbal scores were higher with the larger resolution display. (SLD)

Compared reading and mathematics competencies of children with poor arithmetic fact mastery at the end of third grade to those of grade-level peers with good arithmetic fact mastery. Found that children with poor fact mastery showed little growth on timed number facts across second and third grades, despite normal growth in other mathematics…

Explores 80 sixth- and seventh-grade students' self-reported use of 14 categories of strategies for processing mathematical word problems and the relationship of strategy use to academic achievement, problem-solving behaviors, and problem-solving success. A chart of categories of strategic behavior and examples from middle schools students is…

Argues that little or no progress has been made in improving student achievement in reading, mathematics, and science since publication of "A Nation at Risk." Supports argument with test scores from Scholastic Assessment Test (SAT), National Assessment of Educational Progress (NAEP), Third International Mathematics and Science Study…

Presents an alternative to using a single-class-period test to assess a college student's knowledge in the mathematics area. Evaluation of student mathematical knowledge and understanding of concepts is improved when students are given opportunities to design problems and solutions, applying classroom-acquired knowledge to new situations. Such…