This publication incorporates the topics and concepts of the New York State Education syllabi for mathematics from Pre-K through 12. The first section, "K-8 Mathematics Scope and Sequence," lists the New York City (NYC) mathematics performance objectives for grade levels K-8 sequentially by mathematical topic. The objectives for each module are…

The objectives and assessment characteristics of the Georgia Criterion-Referenced Tests for grade 1 are given to show teachers the range of content and type of questions. In mathematics, objectives are defined in areas of: (1) concept identification, recognition of the names and relationships between numbers; (2) component operations, use of…

The objectives and assessment characteristics of the Georgia Criterion-Referenced Tests of reading and mathematics for grade 2 are given to familiarize teachers and curriculum directors. In mathematics, objectives are defined for: (1) concept identification, testing understanding of the basic vocabulary and relationships of numbers; (2) component…

The objectives and assessment characteristics of the Georgia Criterion-Referenced Tests for grade 3 are defined for reading and mathematics. Mathematics objectives are given for: (1) concept identification, the recognition of names, relations, and properties of numbers and units; (2) component operations, using numbers and unit of measurement; and…

The reading and mathematics objectives of the Georgia Criterion-Referenced Tests for Grade 4 are described. In reading, objectives are defined for: (1) literal comprehension, the understanding of information explicitly stated in the materials; (2) inferential comprehension, the understanding of information not literally expressed; and (3) problem…

This study from the city school district in Saginaw, Michigan measures the effects of the Chapter 1 Academic Achievement program on fifth grade students during the 1981-82 school year. A total of 463 students were classified into four categories depending on whether they were single year, multiple year, or continuous participants in the program;…

This investigation of U.S. and Japanese seventh and eighth grade student achievement in the development of space relations indicated that the Japanese seventh grade mean score was 35% greater than that of the U.S. seventh grade sample and the Japanese eighth grade mean score was 11% greater than that of the U.S. eighth grade sample. Four possible…

This study examined student growth in mathematical problem solving and relationships between teachers and changes in class problem-solving performance over a school year. The sample for the study involved 24 junior high school mathematics teachers, 119 mathematics classes, and more than 2,500 students. Classes were tested using a 10 item…

This document lists the objectives for the Texas educational assessment program in mathematics. Eighteen objectives for exit level mathematics are listed, by category: number concepts (4); computation (3); applied computation (5); statistical concepts (3); geometric concepts (2); and algebraic concepts (1). Then general specifications are listed…

An exploratory, comparative study of the achievement of 186 homogeneously and heterogeneously grouped second graders found no significant differences in overall achievement in reading and mathematics. However, a significant difference in reading comprehension scores of children in the two groups was found. At low, medium, and high academic…

This document outlines the 1985-86 Chapter I Corrective Mathematics Program in New York City. The program served 8,825 eligible students in 186 nonpublic schools. The major goals of the program were to alleviate students' diagnosed deficiencies in mathematical concepts, computation and problem solving and to assist students in applying these…

Parents, teachers and administrators examined the Basic Skills Program in the Newark School District. The study was designed: (1) to determine the relative satisfaction with components of the reading and math aligned curricula and instructional time, (2) to determine the relationship between satisfaction with these variables and achievement, and…

In this paper, emphasis is placed on examining the issue of sex differences from a historical perspective, within a framework focused on socialization factors, and within a more psychological framework that examines how society's beliefs and expectations are reflected in personal beliefs that may affect functioning. Biographical details about…

This research investigates the interrelationships of modality strength, modality preference, field dependence-independance, sex, ecological group, and their contribution to mathematics achievement among 256 fourth-grade Puerto Rican students from four ecological environments. Ecological factors were defined as characteristics that make city areas…

This study examines the relationship between student mobility and achievement test results in predominately Black and Hispanic Community School District 17, Brooklyn, New York. The project is designed to assess the impact of mobility on pupil achievement and the interpretation of achievement data, as well as to map the pupil population mobility. A…