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NCTM Interprets Nation’s Report Card on Math

Reston, Va., July 17, 2007—The National Council of Teachers of Mathematics (NCTM) recently published Results and Interpretations of the 2003 Mathematics Assessment of the National Assessment of Educational Progress, a comprehensive analysis of the assessment used to measure student learning in mathematics.

Increased accountability and the No Child Left Behind Act have made the National Assessment of Educational Progress (NAEP) one of the federal government’s key tools to measure the progress of students toward ambitious educational goals. NAEP, known as the Nation’s Report Card, serves as the benchmark to assess the quality of state achievement levels.  

“With NCLB and its sanctions for schools that fail to make adequate yearly progress, NAEP results now generate headlines and are at the forefront of discussion of what is working in schools and what needs to be changed,” state editors Peter Kloosterman and Frank K. Lester, Jr. in the preface. “The purpose of this volume refers back to the original goal of NAEP, namely, to identify those areas of mathematics in which students are doing well and those in which students could do better.” 
 
Results and Interpretations of the 2003 Mathematics Assessment provides a background on NAEP, examines mathematics achievement in different content areas, discusses data about mathematics teachers and school environments, and examines students’ perception of mathematics. In addition, the book presents results by race, ethnicity, and gender. It examines the changes in NAEP over the years and what those changes mean for NAEP as a tool for understanding student learning.

Results and Interpretations of the 2003 Mathematics Assessment was a collaborative effort of NCTM and Indiana University. In addition, mathematics educators at several universities helped analyze the NAEP data and contributed to the writing. It is available for purchase from the NCTM Catalog.

The National Council of Teachers of Mathematics was founded in 1920 and is a nonprofit, nonpartisan education association. With 100,000 members and more than 230 Affiliates in the United States and Canada, NCTM is the world’s largest organization dedicated to improving mathematics education for all students. The Council’s Principles and Standards for School Mathematics provides guidelines for excellence in mathematics education.

For more information or a complimentary copy for review, contact Tracy Cullen; phone 703-620-9840, ext. 2199.

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