Explaining the National Assessment of Educational Progress 2013-2015 Mathematics Decline

解释2013-2015年国家教育进步评估数学下降

• 批准号: 1641257
• 负责人: Gregory Camilli
• 金额: $ 19.96万
• 依托单位: Rutgers University New Brunswick
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-09-01 至 2019-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1641257&HistoricalAwards=false
• 关键词: Explaining; National; Assessment; Educational; Progress

This project was submitted in response to EHR Core Research (ECR) program announcement NSF 15-509. The ECR program of fundamental research in STEM education provides funding in critical research areas that are essential, broad and enduring. EHR seeks proposals that will help synthesize, build and/or expand research foundations in the following focal areas: STEM learning, STEM learning environments, STEM workforce development, and broadening participation in STEM. The ECR program is distinguished by its emphasis on the accumulation of robust evidence to inform efforts to (a) understand, (b) build theory to explain, and (c) suggest interventions (and innovations) to address persistent challenges in STEM interest, education, learning, and participation.In 2015, average mathematics scores on the National Assessment of Educational Progress (NAEP) declined in fourth and eighth grades, the first declines in mathematics at these grade levels since 1990. Declines in U.S. mathematics performance has important implications for overall STEM education as well as STEM workforce and international competitiveness. Researchers at Rutgers University will conduct an analysis to isolate the cause of the mathematics decline by investigating the dimensionality of the NAEP assessment, state-level outcomes, and demographic trends. The team will use multilevel item response theory modeling techniques to investigate the declines by examining the factor structures to determine dimensionality across years. Researchers will examine subscores corresponding to each dimension of the factor structure at the state and national levels. In addition, subscores will be examined for trends in individual states and jurisdictions. Potentially, the analyses will allow for examination of factors related to state standards adoptions, demographic shifts, and participation rates.

该项目是为了响应EHR核心研究（ECR）计划公告NSF 15-509而提交的。在STEM教育的基础研究ECR计划提供资金在关键的研究领域是必不可少的，广泛的和持久的。EHR寻求有助于综合，建立和/或扩大以下重点领域研究基础的建议：STEM学习，STEM学习环境，STEM劳动力发展和扩大STEM参与。ECR计划的特点是强调积累强有力的证据，为以下努力提供信息：（a）理解，（B）建立解释理论，（c）建议干预措施（和创新），以应对STEM兴趣，教育，学习和参与方面的持续挑战。2015年，全国教育进步评估（NAEP）的平均数学成绩在四年级和八年级有所下降，自1990年以来，这些年级的数学首次下降。美国数学成绩的下降对整体STEM教育以及STEM劳动力和国际竞争力具有重要影响。罗格斯大学的研究人员将进行分析，通过调查NAEP评估的维度，州一级的结果和人口趋势来隔离数学下降的原因。该团队将使用多层次项目反应理论建模技术，通过检查因素结构来确定跨年度的维度，从而调查下降情况。研究人员将在州和国家层面上检查与因素结构的每个维度相对应的子分数。此外，还将检查各个州和司法管辖区的分项分数趋势。潜在的，分析将允许检查与国家标准采用，人口变化和参与率相关的因素。