The National Council of Teachers of Mathematics Interpretative Team for the Fourth Mathematics Assessment of the National Assessment of Educational Progress (NAEP) (Silver, Lindquist, Carpenter, Brown, Kouba, and Swafford, 1988) reports that performance levels for thirteen year-olds has not changed between the last two assessments. At the same time seventeen year-olds have made significant gains (Silver et al., 1988). The Interpretative Team cautions that the seventeen year-old population which made gains was the population that showed gains as thirteen year-olds. Thus, any attribution of these gains to educational reforms at the secondary level should be made with caution (Silver et al., 1988).
The Interpretative Team reports that there were no gender related differences among thirteen year-olds, but among seventeen year-olds, there were small but significant differences. Also, the gap between Caucasian students and other groups (Hispanics and African-Americans) is narrowing, but the differences in performance are still significant at the two age levels.
","abstract_html":"<p>The National Council of Teachers of Mathematics Interpretative Team for the Fourth Mathematics Assessment of the National Assessment of Educational Progress (NAEP) (Silver, Lindquist, Carpenter, Brown, Kouba, and Swafford, 1988) reports that performance levels for thirteen year-olds has not changed between the last two assessments. At the same time seventeen year-olds have made significant gains (Silver et al., 1988). The Interpretative Team cautions that the seventeen year-old population which made gains was the population that showed gains as thirteen year-olds. Thus, any attribution of these gains to educational reforms at the secondary level should be made with caution (Silver et al., 1988).</p> <p>The Interpretative Team reports that there were no gender related differences among thirteen year-olds, but among seventeen year-olds, there were small but significant differences. Also, the gap between Caucasian students and other groups (Hispanics and African-Americans) is narrowing, but the differences in performance are still significant at the two age levels.</p>","abstract_has_math":false,"creators":["Lee, Paul Steven"],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Mary M. Lindquist","Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1992,"date_issued":"1992-01-01T08:00:00Z","date_published":"1992-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["National Council of Teachers of Mathematics","Educational Reforms","Secondary Mathematics","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/652","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Mary M. Lindquist","Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge"]},{"key":"dc:creator","label":"Author","values":["Lee, Paul Steven"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["National Council of Teachers of Mathematics","Educational Reforms","Secondary Mathematics","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/652"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The National Council of Teachers of Mathematics Interpretative Team for the Fourth Mathematics Assessment of the National Assessment of Educational Progress (NAEP) (Silver, Lindquist, Carpenter, Brown, Kouba, and Swafford, 1988) reports that performance levels for thirteen year-olds has not changed between the last two assessments. At the same time seventeen year-olds have made significant gains (Silver et al., 1988). The Interpretative Team cautions that the seventeen year-old population which made gains was the population that showed gains as thirteen year-olds. Thus, any attribution of these gains to educational reforms at the secondary level should be made with caution (Silver et al., 1988).
The Interpretative Team reports that there were no gender related differences among thirteen year-olds, but among seventeen year-olds, there were small but significant differences. Also, the gap between Caucasian students and other groups (Hispanics and African-Americans) is narrowing, but the differences in performance are still significant at the two age levels.
"]},{"key":"dc:title","label":"Title","values":["Writing in the Math Classroom: A Writing Across the Curriculum Project"]}]}],"canonical_facts":{"dc:contributor":["Dr. Mary M. Lindquist","Dr. James M. Brewbaker","Dr. Carolyn M. Cartledge"],"dc:creator":["Lee, Paul Steven"],"dc:description.abstract":["The National Council of Teachers of Mathematics Interpretative Team for the Fourth Mathematics Assessment of the National Assessment of Educational Progress (NAEP) (Silver, Lindquist, Carpenter, Brown, Kouba, and Swafford, 1988) reports that performance levels for thirteen year-olds has not changed between the last two assessments. At the same time seventeen year-olds have made significant gains (Silver et al., 1988). The Interpretative Team cautions that the seventeen year-old population which made gains was the population that showed gains as thirteen year-olds. Thus, any attribution of these gains to educational reforms at the secondary level should be made with caution (Silver et al., 1988).
The Interpretative Team reports that there were no gender related differences among thirteen year-olds, but among seventeen year-olds, there were small but significant differences. Also, the gap between Caucasian students and other groups (Hispanics and African-Americans) is narrowing, but the differences in performance are still significant at the two age levels.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/652"],"dc:language":["English"],"dc:subject":["National Council of Teachers of Mathematics","Educational Reforms","Secondary Mathematics","Educational Assessment, Evaluation, and Research","Science and Mathematics Education","Secondary Education"],"dc:title":["Writing in the Math Classroom: A Writing Across the Curriculum Project"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}