\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2011d.00428}
\itemau{Kloosterman, Peter; Rutledge, Zachary; Kenney, Patricia Ann}
\itemti{Research, reflection, practice: A generation of progress -- Learning from NAEP.}
\itemso{Teach. Child. Math. 15, No. 6, 363-369 (2009).}
\itemab
From the introduction: In contrast to assessments like the SAT, which are usually taken by college-bound students only, NAEP is given to a sampling of all students across the United States regardless of ability or aspiration. As such, it is the best available measure of mathematics achievement for the nation as a whole. With this fact in mind, we looked to NAEP data to determine how students\rq\ mathematics skills and their ability to solve various types of problems have changed over twenty-five years. Specifically, this article focuses on overall trends in NAEP results. More specifically, we focus on what the changes in performance on items released to the public suggest about increases or decreases in knowledge, particularly knowledge of basic skills, over time.
\itemrv{~}
\itemcc{D60}
\itemut{educational diagnosis; USA; achievement measurement; numeracy; computational skills; mathematical ability; mathematical literacy; goals of mathematics education; learning objectives}
\itemli{}
\end