Using NAEP Mathematics Items to Understand State Education Policies: A Multilevel Analysis

使用 NAEP 数学项目了解国家教育政策：多层次分析

• 批准号: 0207545
• 负责人: Gregory Camilli
• 金额: $ 78.83万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2002
• 资助国家: 美国
• 起止时间: 2002-07-01 至 2006-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0207545&HistoricalAwards=false
• 关键词: Using; NAEP; Mathematics; Items; Understand

This project seeks to investigate State-to-State differences in National Assessment of Education Progress (NAEP) test items to determine how state policies have affected changes in NAEP scores. The study addresses the problem of assessing the contributions of State policies on student achievement. The purpose of the project is to develop empirical measures for the effects on student achievement of reform practices. It would analyze the content of individual items to better measure specific aspects of student learning that might have been affected by the policies of that State. Also, they would build a mathematical model of the value-added of state policies.

该项目旨在调查国家教育进步评估（NAEP）测试项目的州与州之间的差异，以确定国家政策如何影响NAEP分数的变化。 这项研究涉及评估国家政策对学生成绩的贡献的问题。 该项目的目的是为改革实践对学生成绩的影响制定经验性措施。 它将分析个别项目的内容，以更好地衡量可能受到该国政策影响的学生学习的具体方面。 此外，他们还将建立一个国家政策增值的数学模型。