This study examined the mathematics achievement of elementary school students to determine whether a district-developed National Council of Teachers of Mathematics (NCTM) standards-based mathematics curriculum taught by trained teachers was more or less effective than the traditional curriculum that was being used. A nonrandom group of 13 teachers…

The purpose of this project was to examine the levels of achievement and metacognition in expressing mathematics understanding and problem solving processes by students in a second grade classroom when the students used writing in daily mathematics learning according to their scores on a mathematical problem solving assessment and individual…

The North Carolina High School Comprehensive Test (HSCT)--Reading and Mathematics is currently being utilized to comply with the federal No Child Left Behind legislation of 2001. No Child Left Behind requires that, by the 2005-06 school year, each state must measure every child's progress in reading and math in each of grades 3 through 8 and at…

Achievement data from the 2002-2003 school year for public schools with poverty rates of 40% or greater in the state of Indiana are presented as required for State formula grant programs authorized by the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind Act of 2001 (NCLB). Tables present the number of schools…

The Talent Development Middle School model was created to make a difference in struggling urban middle schools. The model is part of a trend in school improvement strategies whereby whole-school reform projects aim to improve performance and attendance outcomes for students through the use of major changes in both the organizational structure and…

This report summarizes Austin Independent School District's (AISD's) 2005-2006 school year activities and student performance results in reading and math, with a focus on those students who received academic interventions in these subject areas.

Results from the third national mathematics assessment indicate that scores on low-level skills did not decline from the previous assessment, but no improvement was found on applications items. Comments by Shirley Hill, past president of NCTM, and from a report from the National Academy of Sciences are included. (MNS)

This study examined the effects of field dependence/independence and the level of operational development on the mathematics achievement of 450 students in grades 6-8. Field-independent students scored significantly higher on total mathematics, concepts, and problem-solving tests. High-operational students scored significantly higher on all tests.…

Sixth-grade students and teachers were tested to determine students' metric achievement and their teachers' attitudes toward metric instruction after seven years of regular classroom instruction. Results were somewhat disappointing. (MNS)

Research reviewed indicated calculator use: (a) significantly improves computational ability with conflicting evidence in other areas; (b) has no significant effects on retention or attitudes towards mathematics; and (c) does help in teaching and learning at all levels with no detrimental effect. Conclusions were drawn in part from examination of…

Discusses use of item banks in preparing local tests, using as an example the construction of a college mathematics placement test. Compares recommended placements with course results at the end of the quarter. Students who placed themselves above recommendation did better than expected, perhaps because of strong self-selection factors. (PAS)

The validity of scores from the Descriptive Tests of Mathematics Skills (DTMS) and the College Board Scholastic Aptitude Test--Mathematics (SAT-M) are compared. Results show the DTMS as a valid predictor of remedial level college course grades; the higher level OTMS was as accurate a predictor as the SAT-M for grades in advanced courses.…

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)