School-Related Influences on Grade 8 Mathematics Performance in Massachusetts

dc.creator	Eugene Warren
dc.creator	Rafael Bradley
dc.creator	Sandra Stotsky
dc.date	2005-11-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:21:55Z
dc.date.available	2015-08-12T11:21:55Z
dc.identifier	2150-6477
dc.identifier	https://doaj.org/article/8d9cc2a2ac8449daa47f15281af0cc27
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/29216
dc.description	Less than one third of American eighth graders score in the two highest performance levels on the grade 8 mathematics test given by the National Assessment of Educational Progress. Only a little over one third of Massachusetts eighth graders score at the two highest performance levels on the state’s own grade 8 mathematics test. In 2002, the Massachusetts Department of Education funded research to explore why there had been no significant growth in the percent of grade 8 students performing at the two highest levels on the state’s grade 8 mathematics tests. An analysis of quantitative data obtained from administrators and teachers in a representative sample of 60 schools throughout the state in 2003 identified school-based factors that were significantly associated with the 20 of the 60 schools that both increased above the state average increase the percent of grade 8 students performing at the two highest performance levels on the state’s grade 8 mathematics test and simultaneously decreased above the state average decrease the percent of grade 8 students performing at the lowest performance level. A significantly higher percent of teachers in these 20 schools reported spending a great deal of time reviewing and using test results, having a voice in the choice of their instructional materials, using accelerated and leveled algebra I classes to address the needs of above grade students, and less frequent use of calculators in non-algebra classes. At a time when teachers in all states are being held accountable for increasing the achievement of all their students, these findings warrant exploration on a nationwide scale.
dc.language	English
dc.publisher	Nonpartisan Education Review
dc.relation	http://www.nonpartisaneducation.org/Review/Articles/v1n1.htm
dc.relation	https://doaj.org/toc/2150-6477
dc.source	Nonpartisan Education Review , Vol 1, Iss 1, Pp 1-32 (2005)
dc.subject	education
dc.subject	policy
dc.subject	teachers
dc.subject	mathematics
dc.subject	Stotsky
dc.subject	Bishop
dc.subject	Bradley
dc.subject	Christie
dc.subject	Gomes
dc.subject	Warren
dc.subject	mathematics
dc.subject	Massachusetts
dc.subject	school
dc.subject	educational performance
dc.subject	accountability
dc.subject	student achievement
dc.subject	standardized testing
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	School-Related Influences on Grade 8 Mathematics Performance in Massachusetts
dc.type	article