| Paula Hall
NSF
Reasons for state differences in mathematics acheivement
FINAL REPORT:
The National Assessment of Educational Progress (NAEP) provides data that inform the study of student achievement. Examined in conjunction with data from the U.S. Census of the Population and Housing, these data give us a view of existing conditions, practices, and education outcomes in the United States. The NAEP Trial State Assessment allows examination of the data by state. The question underlying all aspects of this study is, "What state education policies and practices positively affect student achievement." The following specific questions are addressed: 1) Do the states differ significantly in student achievement? 2) Which variables are associated with differences among the states in student mathematics achievement? 3) In what ways do states with high and low student achievement differ from one another, a) with respect to demographic and economic characteristics of the populations? b) in the resources families have for augmenting public education? c) in the allocation of collective resources for public education? 4) What does the variation among states suggest about the combination of factors affecting student mathematics achievement?
This study considers variables in three categories: (1) demographic and economic context, (2) family resources and students' use of time at home, and (3)education policies. The intent is to learn the extent to which variables of each type are associated with student achievement. This research is potentially useful to policy makers in planning for various economic, demographic, and cultural contingencies that affect teaching, learning, and academic performance.
Back to Funded Research Fellows Page |