Mathematics Performance of Career-Bound Students: Good News and Bad News from the 1996 High Schools That Work Assessment. Research Brief.

Autor/inn/en	Bottoms, Gene; Creech, Betty
Institution	Southern Regional Education Board, Atlanta, GA.
Titel	Mathematics Performance of Career-Bound Students: Good News and Bad News from the 1996 High Schools That Work Assessment. Research Brief.
Quelle	(1997), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Blacks; Comparative Analysis; Educational Policy; Educational Trends; Females; High School Students; High Schools; Instructional Improvement; Mathematics Achievement; Mathematics Instruction; National Surveys; Noncollege Bound Students; Outcomes of Education; Racial Differences; Sex Differences; Student Evaluation; Teacher Expectations of Students; Vocational Education; Womens Education + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Politics of education; Bildungspolitik; Bildungsentwicklung; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtsqualität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Rassenunterschied; Sex difference; Geschlechtsunterschied; Schulnote; Studentische Bewertung; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung
Abstract	The mathematics achievement of career-bound students at High Schools That Work (HSTW) sites in 1996 was compared to performance levels at HSTW sites in 1993-1994. Forty-nine percent of the 260 HSTW sites improved their average mathematics scores over the period, with the percentage of career-bound students meeting the HSTW mathematics goal of 295 increasing from 36% to 44%. Although male students' performance improved significantly over the study period, that of female and African-American American students did not. The gap continued to widen between HSTW sites' career-bound students and vocational students in the National Assessment of Educational Progress. Students taking the challenging HSTW-recommended mathematics curriculum had an average score of 294, which nearly meets the HSTW performance goal of 295. The bad news is that over half of students at HSTW sites did not score at the mathematics goal level. The following were among the recommendations for further improving career-bound students' mathematics performance: (1) raise expectations and get students to work harder; (2) take the lead in getting other school teachers to use data and numbers to advance learning; (3) work with vocational teachers to increase the application of mathematics concepts in vocational courses; and (4) use instructional methods that connect mathematical concepts and procedures to experiences in students' lives. (MN)
Anmerkungen	For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief3.as p.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC