eric.ed.gov har udgivet: It’s a woeful fact: Few students with special needs achieve a high (or even modest) level of academic proficiency. The latest (2011) National Assessment of Educational Progress (NAEP) results show, for example, that 62 percent of eighth graders with disabilities fell below the “basic” level in reading, as did 64 percent in math. This study is intended to open some windows and encourage some fresh breezes by examining three key questions: (1) How much variation in special education spending exists among districts?; (2) What can we learn from school districts that spend less on special education, yet achieve the same or better outcomes than demographically similar but higher-spending counterparts?; and (3) What savings might be realized if the special education field focused on outcomes rather than inputs?… Continue Reading →
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eric.ed.gov har udgivet: The Washington Comprehensive Assessment Program (WCAP) is a maturing and stable program. In 2016-17 it included: (1) Smarter Balanced Assessments (SBA) in English Language Arts (ELA) and math for students in grades 3-8 and high school; (2) Measurements of Student Progress (MSP) in science for grades 5 and 8; (3) End-of-Course exams in math and biology; and (4) Specialized testing for English proficiency, alternate achievement standards, and graduation alternatives. Spring 2017 represented the third year of Smarter Balanced testing. In spring 2017, a total of 580,276 students took the ELA tests and 558,631 students took the math tests. Students with significant cognitive challenges can take an alternate assessment, the Washington Access to Instruction and Measurement (WA-AIM). In spring 2017, about 6,000 students took the WA-AIM. Washington is… Continue Reading →
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eric.ed.gov har udgivet: Jordanian 8th grade students revealed low achievement in mathematics through four periods (1999, 2003, 2007 & 2011) of Trends in International Mathematics and Science Study (TIMSS). This study aimed to determine whether spatial visualization mediates the affect of Mathematics Learning Strategies (MLS) factors namely mathematics attitude, mathematics motivation, mathematics self-regulation, mathematics self-efficacy, and mathematics anxiety on mathematics achievement. The study consists of 360 students from public middle schools in Alkoura district, selected through stratified random sampling. It employed 65 items to assess MLS, which consists, attitude (18 items), motivation (7 items), self-regulation (25 items), self-efficacy (5 items) and math anxiety (10 items). The mathematics test comprises of 30 items, which has eight items for numbers, 14 items for algebra and eight items for geometry while spatial visualization… Continue Reading →
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eric.ed.gov har udgivet: The Great Recession was the most severe economic downturn in the United States since the Great Depression. Using newly available population-level achievement data from the Stanford Education Data Archive (SEDA), we estimate the impact of the Great Recession on the math and English language arts (ELA) achievement of all grade 3-8 students in the United States. Employing a difference-in-differences strategy that leverages both cross-district variation in the economic shock of the recession and within-district, cross-cohort variation in school-age years of exposure to the recession, we find that the onset of the Great Recession significantly reduced student math and ELA achievement. Moreover, the recessionary effect on student achievement was concentrated among school districts serving more economically disadvantaged and minority students, indicating that the adverse effects of the recession… Continue Reading →
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eric.ed.gov har udgivet: Recent studies in math education focus on differences between behaviors and performances of male and female students. In this study, achievement and attitudes of middle school students to math were described in terms of gender and grade differences. The aim of this study is to determine whether any differences exist between female and male students’ attitudes and successes of middle school toward mathematics. This research was designed as a descriptive research. Students (6th, 7th, and 8th grades) were registered to “Attitude Survey toward Mathematics.” This survey is consisted of two parts. In the first part, there are demographic questions. The second part is 5-Likert type survey which is intended to learn students’ attitudes toward mathematics. Secondly, in order to determine students’ achievements from mathematics, their grades and… Continue Reading →
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eric.ed.gov har udgivet: Problem Statement: Science, technology, engineering and mathematics (STEM) education aims at improving students’ knowledge and skills in science and math, and thus their attitudes and career choices in these areas. The ultimate goal in STEM education is to create scientifically literate individuals who can survive in the global economy. The identification of new learning outcomes, curriculum programs, and teaching practices needs to be clarified by the STEM education community. Media design processes are a potential teaching method in STEM education that requires learners to design digital media artifacts using a variety of technological tools. Purpose of the Study: This study investigates the impact of science, technology, engineering, and mathematics (STEM) integrated media design processes on 8th grade students’ attitudes toward science and technology classes, as well as… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in Pennsylvania cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM Education programs can help turn the tide. Pennsylvania students have made some gains in math and science, but racial and ethnic achievement gaps are among the very largest in the nation, and low-income students are least likely to have access to science labs or teachers with the resources they need. Not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Tennessee cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Students have made progress in math over the past decade, yet not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. There is special cause for concern in science. Girls lag behind boys, not enough students conduct regular hands-on investigations and science teachers say they don’t have the resources they need. Link til kilde
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eric.ed.gov har udgivet: Business leaders in New Jersey cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. New Jersey students have made progress in math over the past decade. Yet not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. Science teachers of low-income, black and Hispanic students are most likely to say they don’t have the resources they need, and their schools are most likely to lack facilities and materials for science instruction. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Idaho cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Idaho students have made some progress in math over the past decade. Yet not enough students–least of all minorities–get the chance to learn challenging content that prepares them for college and careers. Science does not yet seem to be a priority in Idaho: elementary students spend little time on the subject, and most science teachers say they don’t have the resources they need. Link til kilde
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