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A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP)

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Date Issued:
2014
Abstract/Description:
The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
Title: A comparison of eighth-grade mathematics scores by state and by the four census-defined regions of national assessment of educational progress (NAEP).
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Name(s): Robinson, Laurel, Author
Taylor, Rosemarye, Committee Chair
Pawlas, George, Committee Member
Little, Mary, Committee Member
Clark, Margaret, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2014
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The purpose of this study was to investigate the information regarding the comparative relationship between the proficient mathematics scores of eighth-grade students on the 2009 state mathematics assessments and the 2009 National Assessment of Educational Progress (NAEP) mathematics assessment by state, census (-)defined regions and AYP subgroups. Analysis was completed and six research questions were used to guide the study. A multiple regression was used to assess the relationship between the percentage of eighth-grade students who were proficient in mathematics as assessed by the 2009 NAEP and those who were proficient in mathematics as assessed by their 2009 state assessment. A significant quadratic (non-linear) relationship between the state and NAEP levels of proficiency was determined. Several two-factor split plot (one within-subjects factor and one between-subjects factor) analysis of variance (ANOVA) were conducted to determine if region moderated the difference between the percentage proficient on the state and NAEP assessments for eighth grade students overall and in the following AYP subgroups : (a) low socioeconomic students, (b) white students, (c) black students and (d) Hispanic students. The within-subjects factor was type of test (NAEP or state), and the between-subjects factor was region (Midwest, Northeast, West, and South). Overall, the percentage proficient on state mathematical assessments was always higher than the percentage proficient on the NAEP mathematics assessments. The degree of discrepancy is discussed, as well as possible reasons for this divergence of scores.
Identifier: CFE0005241 (IID), ucf:50599 (fedora)
Note(s): 2014-05-01
Ed.D.
Education and Human Performance, Educational and Human Sciences
Doctoral
This record was generated from author submitted information.
Subject(s): Accountability -- NCLB -- NAEP -- Mathematics assessments
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005241
Restrictions on Access: campus 2017-05-15
Host Institution: UCF

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