Standards Help Minnesota Vie with Top Nations

Autor/in	Cavanagh, Sean
Titel	Standards Help Minnesota Vie with Top Nations
Quelle	In: Education Week, 28 (2009) 18, S.1 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	State Officials; Academic Achievement; Academic Standards; Algebra; Mathematics Achievement; Science Achievement; Mathematics Education; Science Education; Grade 4; Grade 8; Comparative Education; Massachusetts; Minnesota; Slovenia; United Kingdom (England) + Suchen Sie Ihr Suchwort? Member of the government; Regierungsmitglied; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematische Bildung; Naturwissenschaftliche Bildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Vergleichende Erziehungswissenschaft; Master-Studiengang; Slowenien
Abstract	Thirteen years ago, Minnesota was a state with no academic standards in mathematics and science and what some observers said was a mixed record in grounding students in crucial academic content, such as number skills and algebra. Since then, the state has set clear guidelines for schools in both subjects, and it also appears to have tuned up what gets taught in math classes. To state officials, the benefits are clear. As one of only two U.S. states to participate in a prominent international measurement of academic skill, Minnesota is scoring at or near the level of many of the highest-performing countries on that exam, and its scores in some categories have jumped significantly since it first took part in 1995. The state's participation in the 1995 and 2007 Trends in International Mathematics and Science Study has given researchers information to dissect the factors that yielded the state's impressive gains in some areas, particularly early-grades math. State officials credit the establishment and continued refinement of academic standards, as well as their efforts to translate those documents for classroom teachers, as prime factors behind the progress. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10