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ED 424 122
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ABSTRACT
DOCUMENT RESUME
SE 061 903
Mathematics and Science Achievement in Michigan, 1998.National Education Goals Panel (ED), Washington, DC.1998-00-0048p.
National Education Goals Panel, 1255 22nd Street NW, Suite502, Washington, DC 20037; Website: http://www.negp.govNumerical/Quantitative Data (110) -- Reports General (140)MF01/PCO2 Plus Postage.*Academic Achievement; Elementary Education; *MathematicsEducation; National Competency Tests; *Science Education;*Standards; Tables (Data); *Test Results*Michigan; *National Education Goals 1990; State MathematicsAssessment (NAEP); State Science Assessment (NAEP)
The main objective of the third National Education Goal isfor all students to be competent in academic subject matter, while the fifthNational Education Goal is for U.S. students to be able to perform atworld-class levels in mathematics and science. This report summarizes theprogress each state has made toward Goal 3--the students' achievement andcitizenship goal, and Goal 5--the mathematics and science goal, withparticular emphasis on mathematics and science achievements in Michigan. Itis concluded that the majority of states participating in National Assessmentof Educational Progress (NAEP) assessments have made progress toward Goal 3in mathematics. (ASK)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
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Plo
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
ki)r
eC
EN
TE
R (
ER
IC)
Thi
s do
cum
ent h
as b
een
repr
oduc
edas
ceiv
ed fr
om th
e pe
rson
or
orga
niza
tion
orig
inat
ing
it.
1:1
Min
or c
hang
es h
ave
been
mad
eto
impr
ove
repr
oduc
tion
qual
ity.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
Goa
l 3: S
tude
nt A
chie
vem
ent a
nd C
itize
nshi
p
13L
,7 G
UY
AV
AL
J
The
Nat
iona
l Edu
catio
n G
oals
Pan
el2
3
Ezp
vic2
(.4t
fi
Goa
l 5: M
athe
mat
ics
and
Sci
ence
Mat
hem
atic
s an
d
Sci
ence
Ach
ieve
men
t in
Mic
higa
n,19
98
Goa
l 3: S
tude
nt A
chie
vem
ent a
nd C
itize
nshi
p
vp-
1
E:h
lic2
i1te .*
/,
.G
oal 5
: Mat
hem
atic
s an
d S
cien
ce
The
Nat
iona
l Edu
catio
n G
oals
Pan
el4
5
Nat
iona
l Edu
catio
n G
oals
Pan
elT
he N
atio
nal E
duca
tion
Goa
ls P
anel
(N
EG
P)
is a
uni
que
bipa
rtis
an a
nd
inte
rgov
ernm
enta
l bod
y of
fede
ral a
nd s
tate
offi
cial
s cr
eate
d in
Jul
y 19
90 to
asse
ss a
nd r
epor
t sta
te a
nd n
atio
nal p
rogr
ess
tow
ard
achi
evin
g th
e N
atio
nal
Edu
catio
n G
oals
.In
1994
, the
Goa
ls P
anel
bec
ame
a fu
lly in
depe
nden
t fed
eral
agen
cy c
harg
ed w
ith m
onito
ring
and
spee
ding
pro
gres
s to
war
d th
e ei
ght
Nat
iona
l Edu
catio
n G
oals
.U
nder
the
legi
slat
ion,
the
Pan
el is
cha
rged
with
ava
riety
of r
espo
nsib
ilitie
s to
sup
port
sys
tem
wid
e re
form
, inc
ludi
ng:
repo
rtin
g on
nat
iona
l and
sta
te p
rogr
ess
tow
ard
the
Goa
ls o
ver
a10
-yea
r pe
riod;
wor
king
to e
stab
lish
a sy
stem
of h
igh
acad
emic
sta
ndar
ds a
ndas
sess
men
ts;
iden
tifyi
ng p
rom
isin
g pr
actic
es fo
r im
prov
ing
educ
atio
n; a
nd
build
ing
a na
tionw
ide,
bip
artis
an c
onse
nsus
to a
chie
ve th
e G
oals
.
Pan
el m
embe
rs in
clud
e ei
ght G
over
nors
, fou
r m
embe
rs o
f Con
gres
s, fo
ur s
tate
legi
slat
ors,
and
two
mem
bers
app
oint
ed b
y th
e P
resi
dent
.
Thi
s st
ate
repo
rt is
a c
onde
nsed
ver
sion
of M
athe
mat
ics
and
Sci
ence
Ach
ieve
men
t Sta
te b
y S
tate
, 199
8, w
hich
incl
udes
four
pag
es o
f inf
orm
atio
n fo
rth
e U
nite
d S
tate
s, e
ach
stat
e, th
e D
istr
ict o
f Col
umbi
a, a
nd fi
ve U
.S. t
errit
orie
s.P
leas
e pr
ovid
e an
y co
mm
ents
you
may
hav
e ab
out t
his
repo
rt b
y us
ing
the
resp
onse
car
d in
the
back
of t
his
docu
men
t.
Thi
s re
port
, as
wel
l as
the
full
repo
rt, a
re a
vaila
ble
on-li
ne a
tht
tp://
ww
w.n
egp.
gov.
Add
ition
al p
rinte
d co
pies
of t
he fu
ll re
port
are
als
o av
aila
ble
at n
o ch
arge
from
:
Nat
iona
l Edu
catio
n G
oals
Pan
el12
55 2
2nd
Str
eet,
NW
, Sui
te 5
02W
ashi
ngto
n, D
C20
037
Pho
ne:
(202
)72
4-00
15
Fax
:(2
02)
632-
0957
E-m
ail:
NE
GP
agoa
lline
.org
Sug
gest
ed c
itatio
n:N
atio
nal E
duca
tion
Goa
ls P
anel
.(1
998)
.M
athe
mat
ics
and
scie
nce
achi
evem
ent i
n M
ichi
gan,
199
8.W
ashi
ngto
n, D
C:
U.S
. Gov
ernm
ent
Prin
ting
Offi
ce.
Mem
bers
Gov
erno
rs
Cec
il H
. Und
erw
ood,
Wes
t Virg
inia
(C
hair,
199
8)
John
Eng
ler,
Mic
higa
n
Bill
Gra
ves,
Kan
sas
Jam
es B
. Hun
t, Jr
., N
orth
Car
olin
a
Pau
l E. P
atto
n, K
entu
cky
Roy
Rom
er, C
olor
ado
Tom
my
G. T
hom
pson
, Wis
cons
in
Chr
istin
e T
odd
Whi
tman
, New
Jer
sey
Mem
bers
of t
he A
dmin
istr
atio
nR
icha
rd IN
. Rile
y, S
ecre
tary
of E
duca
tion
Mem
bers
of C
ongr
ess
U.S
. Sen
ator
Jef
f Bin
gam
an, N
ew M
exic
o
U.S
. Sen
ator
Jim
Jef
ford
s, V
erm
ont
U.S
. Rep
rese
ntat
ive
Will
iam
F. G
ood
ling,
Pen
nsyl
vani
a
U.S
. Rep
rese
ntat
ive
Mat
thew
G. M
artin
ez, C
alifo
rnia
Sta
te L
egis
lato
rs
Rep
rese
ntat
ive
G. S
penc
er C
oggs
, Wis
cons
in
Rep
rese
ntat
ive
Ron
Cow
ell,
Pen
nsyl
vani
a
Rep
rese
ntat
ive
Mar
y Lo
u C
owlis
haw
, Illi
nois
Rep
rese
ntat
ive
Dou
glas
R. J
ones
, Ida
ho
For
sal
e by
the
U.S
. Gov
ernm
ent P
rintin
g O
ffice
Sup
erin
tend
ent o
f Doc
umen
ts, M
ail S
top:
SS
OP
, Was
hing
ton,
DC
2040
2-93
287
A S
peci
al M
essa
ge to
the
Citi
zens
of M
ichi
gan
from
Gov
erno
r Jo
hn E
ngle
r
As
a m
embe
r an
d pa
st c
hair
of th
e N
atio
nal E
duca
tion
Goa
ls P
anel
,I a
m
plea
sed
to p
rovi
de y
ou w
ith th
is r
epor
t on
stud
ent a
chie
vem
ent i
nm
athe
mat
ics
and
scie
nce
in M
ichi
gan.
Thi
s M
ichi
gan
repo
rt c
omes
from
the
Nat
iona
l Edu
catio
n G
oals
Pan
el's
rep
ort,
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent
Sta
te b
y S
tate
, 199
8.T
he c
ompl
ete
repo
rt o
ffers
sta
te-b
y-st
ate
resu
lts fo
r 4t
han
d 8t
h gr
ade
mat
hem
atic
s an
d 8t
h gr
ade
scie
nce
on th
e N
atio
nal A
sses
smen
tof
Edu
catio
nal P
rogr
ess
(NA
EP
), a
nd 8
th g
rade
mat
hem
atic
s an
d sc
ienc
e re
sults
from
the
Thi
rd In
tern
atio
nal M
athe
mat
ics
and
Sci
ence
Stu
dy (
TIM
SS
).
Thi
s re
port
con
tain
s fo
ur p
ages
of i
nfor
mat
ion
that
ben
chm
ark
stud
ent
achi
evem
ent i
n M
ichi
gan
in m
athe
mat
ics
and
scie
nce
to th
e pe
rfor
man
ce o
fot
her
stat
es a
nd c
ount
ries,
usi
ng d
ata
from
NA
EP
and
TIM
SS
.T
IMS
S w
as a
sepa
rate
stu
dy c
ondu
cted
in 1
995
that
col
lect
ed in
form
atio
n on
stu
dent
achi
evem
ent i
n 41
cou
ntrie
s.
In a
glo
bal e
cono
my,
gra
duat
es in
Mic
higa
n ar
e go
ing
to b
e co
mpe
ting
for
jobs
with
gra
duat
es o
f sch
ools
els
ewhe
re.
We
need
to k
now
how
our
stud
ents
' ach
ieve
men
t com
pare
s to
that
of o
ther
s, a
nd w
heth
er it
is im
prov
ing
over
tim
e. A
sI
have
sai
d be
fore
, the
sta
tean
d th
e na
tion
with
the
best
stud
ents
win
s.P
erfo
rman
ce in
form
atio
n on
stu
dent
ach
ieve
men
t can
hel
p us
dete
rmin
e w
heth
er e
duca
tion
prog
ram
s an
d po
licie
s ar
e ha
ving
thei
r de
sire
def
fect
.T
o ta
rget
hel
p w
here
itis
nee
ded,
we
also
nee
d to
kno
w h
owdi
ffere
nt g
roup
s of
stu
dent
s ar
e pe
rfor
min
g ac
adem
ical
ly.
Thi
s re
port
pro
vide
s
thes
e ki
nds
of d
ata.
Impr
ovem
ent o
ver
time
Mic
higa
n ha
s m
ade
subs
tant
ial i
mpr
ovem
ent i
n st
uden
t ach
ieve
men
t sin
ce th
eN
atio
nal E
duca
tion
Goa
ls w
ere
esta
blis
hed
in 1
990.
The
per
cent
age
of 8
thgr
ader
s w
ho a
chie
ved
at th
e P
rofic
ient
leve
lin
mat
hem
atic
s on
NA
EP
ros
e
from
16%
in 1
990
to 2
8% in
199
6, e
arni
ng M
ichi
gan
a go
ld s
tar
for
impr
ovem
ent i
n th
is r
epor
t. U
.S. S
ecre
tary
of E
duca
tion
Ric
hard
Rile
yco
mm
ende
d M
ichi
gan
for
plac
ing
first
in th
e na
tion
in th
e ra
te o
f im
prov
emen
ton
the
8th
grad
e m
ath
test
.
Ben
chm
arke
d to
oth
ers
Onl
y 2
of th
e 41
par
ticip
atin
g na
tions
(th
e C
zech
Rep
ublic
and
Sin
gapo
re)
wou
ld b
e ex
pect
ed to
out
perf
orm
Mic
higa
n 8t
h gr
ader
s in
sci
ence
, and
onl
y 10
of th
e 41
wou
ld b
e ex
pect
ed to
out
perf
orm
Mic
higa
n 8t
h gr
ader
s in
mat
h.
For
ewor
dIn
Mic
higa
n, w
e ha
ve o
ur o
wn
acad
emic
sta
ndar
ds fo
r w
hat s
tude
nts
shou
ldkn
ow a
nd b
e ab
le to
do,
cal
led
the
Mod
el C
ore
Cur
ricul
um S
tand
ards
. Mic
higa
nre
port
s its
stu
dent
per
form
ance
on
the
Mic
higa
n E
duca
tion
Ass
essm
ent
Pro
gram
s (M
EA
P),
whi
ch d
iffer
s fr
om th
e N
atio
nal A
sses
smen
t of E
duca
tiona
lP
rogr
ess.
ME
AP
rep
orts
thre
e ac
hiev
emen
t lev
els:
Low
, Mod
erat
e, a
nd
Sat
isfa
ctor
y.T
he p
erfo
rman
ce s
tand
ard
used
in th
e M
ichi
gan
Sch
ool R
epor
t is
set a
t Sat
isfa
ctor
y, th
e hi
ghes
t ME
AP
per
form
ance
cat
egor
y.B
ecau
se th
e
stan
dard
s un
derly
ing
NA
EP
and
ME
AP
are
not
the
sam
e, th
e sc
ores
on
the
two
test
s ar
e no
t dire
ctly
com
para
ble,
but
bot
h pr
esen
t im
port
ant i
nfor
mat
ion
for
pare
nts,
teac
hers
, and
pol
icym
aker
s in
Mic
higa
n to
con
side
r.
Thi
s re
port
pro
vide
s an
abu
ndan
ce o
f inf
orm
atio
n M
ichi
gan
need
s to
dev
elop
soun
d ed
ucat
ion
polic
y.It
is v
itally
impo
rtan
t tha
t Mic
higa
n kn
ow h
ow it
sst
uden
ts c
ompa
re to
oth
ers
arou
nd th
e w
orld
.A
s a
mem
ber
of b
oth
the
Nat
iona
l Edu
catio
n G
oals
Pan
el a
nd th
e N
atio
nal A
sses
smen
t Gov
erni
ng B
oard
whi
ch o
vers
ees
the
NA
EP
test
s,I
supp
ort o
ur s
tate
's c
ontin
ued
part
icip
atio
n in
NA
EP
, and
enc
oura
ge a
ll sc
hool
dis
tric
ts to
vol
unte
er to
par
ticip
ate
in th
eN
AE
P a
sses
smen
ts.
The
mor
e w
e kn
ow a
bout
how
our
sch
ools
and
stu
dent
spe
rfor
m, t
he m
ore
conf
iden
t we
will
be
in d
eter
min
ing
wha
t is
right
for
our
child
ren.
Sin
cere
ly,
John
Eng
ler
Gov
erno
r of
Mic
higa
n
9
Goa
l 3 a
nd G
oal 5
Goa
l 3 S
tude
nt A
chie
vem
ent a
nd C
itize
nshi
p
By
the
year
200
0, a
ll st
uden
ts w
illle
ave
grad
es 4
, 8, a
nd 1
2 ha
ving
dem
onst
rate
d co
mpe
tenc
y ov
erch
alle
ngin
g su
bjec
t mat
ter
incl
udin
gE
nglis
h, m
athe
mat
ics,
sci
ence
, for
eign
lang
uage
s, c
ivic
s an
d go
vern
men
t,
econ
omic
s, a
rts,
his
tory
, and
geo
grap
hy,
and
ever
y sc
hool
in A
mer
ica
will
ens
ure
that
all
stud
ents
lear
n to
use
thei
r m
inds
wel
l, so
they
may
be
prep
ared
for
resp
onsi
ble
citiz
ensh
ip, f
urth
er le
arni
ng, a
ndpr
oduc
tive
empl
oym
ent i
n ou
r N
atio
n's
mod
ern
econ
omy.
Obj
ectiv
es:
The
aca
dem
ic p
erfo
rman
ce o
f all
stud
ents
at t
he e
lem
enta
ry a
ndse
cond
ary
leve
l will
incr
ease
sig
nific
antly
in e
very
qua
rtile
, and
the
dist
ribut
ion
of m
inor
ity s
tude
nts
in e
ach
quar
tile
will
mor
ecl
osel
y re
flect
the
stud
ent p
opul
atio
n as
a w
hole
.
The
per
cent
age
of a
ll st
uden
ts w
ho d
emon
stra
te th
e ab
ility
tore
ason
, sol
ve p
robl
ems,
app
ly k
now
ledg
e, a
nd w
rite
and
com
mun
icat
e ef
fect
ivel
y w
ill in
crea
se s
ubst
antia
lly.
All
stud
ents
will
be
invo
lved
in a
ctiv
ities
that
pro
mot
e an
dde
mon
stra
te g
ood
citiz
ensh
ip, g
ood
heal
th, c
omm
unity
ser
vice
,
and
pers
onal
res
pons
ibili
ty.
All
stud
ents
will
hav
e ac
cess
to p
hysi
cal e
duca
tion
and
heal
thed
ucat
ion
to e
nsur
e th
ey a
re h
ealth
y an
d fit
.
The
per
cent
age
of a
ll st
uden
ts w
ho a
re c
ompe
tent
in m
ore
than
one
lang
uage
will
sub
stan
tially
incr
ease
.
All
stud
ents
will
be
know
ledg
eabl
e ab
out t
he d
iver
se c
ultu
ral
herit
age
of th
is N
atio
n an
d ab
out t
he w
orld
com
mun
ity.
10iv
Goa
l 5 M
athe
mat
ics
and
Sci
ence
By
the
year
200
0, U
nite
d S
tate
sst
uden
ts w
ill b
e fir
st in
the
wor
ld in
mat
hem
atic
s an
d sc
ienc
e
achi
evem
ent.
Obj
ectiv
es:
Mat
hem
atic
s an
d sc
ienc
e ed
ucat
ion,
incl
udin
g th
e m
etric
sys
tem
of m
easu
rem
ent,
will
be
stre
ngth
ened
thro
ugho
ut th
e sy
stem
,es
peci
ally
in th
e ea
rly g
rade
s.
The
num
ber
of te
ache
rs w
ith a
sub
stan
tive
back
grou
nd in
mat
hem
atic
s an
d sc
ienc
e, in
clud
ing
the
met
ric s
yste
m o
fm
easu
rem
ent,
will
incr
ease
by
50 p
erce
nt.
The
num
ber
of U
nite
d S
tate
s un
derg
radu
ate
and
grad
uate
stud
ents
, esp
ecia
lly w
omen
and
min
oriti
es, w
ho c
ompl
ete
degr
ees
in m
athe
mat
ics,
sci
ence
, and
eng
inee
ring
will
incr
ease
sign
ifica
ntly
.
11
Mic
higa
nD
ata
Hig
hlig
hts
The
aim
of t
he th
ird N
atio
nal E
duca
tion
Goa
l is
that
all
stud
ents
will
be
com
pete
nt in
aca
dem
ic s
ubje
ct m
atte
r.S
tate
-leve
l res
ults
from
the
Nat
iona
l Ass
essm
ent o
fE
duca
tiona
l Pro
gres
s, o
r N
AE
P, i
ndic
ate
that
Mic
higa
n ha
s m
ade
prog
ress
tow
ard
this
Goa
l in
8th
grad
e m
athe
mat
ics.
The
aim
of t
he fi
fth N
atio
nal E
duca
tion
Goa
l is
that
U.S
. stu
dent
s w
ill a
chie
vew
orld
-cla
ss le
vels
of p
erfo
rman
ce in
mat
hem
atic
s an
d sc
ienc
e ac
hiev
emen
t.B
ased
on th
eir
NA
EP
sco
res,
14
stat
es w
ould
be
expe
cted
to a
chie
ve th
is le
vel o
fpe
rfor
man
ce in
sci
ence
.M
ichi
gan
wou
ld b
e ex
pect
ed to
pla
ce r
ight
beh
ind
them
, and
wou
ld b
e ex
pect
ed to
per
form
as
wel
l as
man
y of
the
Uni
ted
Sta
tes'
maj
or tr
adin
g pa
rtne
rs.
Mic
higa
n w
as o
ne o
f 28
stat
es a
war
ded
a go
ld s
tar
by th
eN
atio
nal E
duca
tion
Goa
ls P
anel
for
impr
ovem
ent o
ver
time
inm
athe
mat
ics
in e
ither
Gra
de 4
or
Gra
de 8
:
1. A
rizon
a11
. Ken
tuck
y2.
Ark
ansa
s12
. Mar
ylan
d3.
Cal
iforn
ia13
. Mic
higa
n4.
Col
orad
o14
. Min
neso
ta5.
Con
nect
icut
15. M
onta
na6.
Del
awar
e16
. Neb
rask
a7.
Flo
rida
17. N
ew H
amps
hire
8. H
awai
i18
. New
Mex
ico
9. In
dian
a19
. New
Yor
k10
. Iow
a20
. Nor
th C
arol
ina
21. N
orth
Dak
ota
22. O
rego
n23
. Rho
de Is
land
24. T
enne
ssee
25. T
exas
26. W
est V
irgin
ia27
. Wis
cons
in28
. Wyo
min
g
Mic
higa
n ea
rned
its
star
in 8
th g
rade
mat
hem
atic
s.
The
Nat
iona
l Edu
catio
n G
oals
Pan
el h
as s
et it
s pe
rfor
man
cest
anda
rd a
t the
two
high
est l
evel
s of
ach
ieve
men
tP
rofic
ient
or
Adv
ance
don
the
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess,
or N
AE
P.
In 1
996,
the
perc
enta
ges
of p
ublic
sch
ool s
tude
nts
inM
ichi
gan
who
met
this
sta
ndar
d w
ere:
23%
in 4
th g
rade
mat
hem
atic
s;28
% in
8th
gra
de m
athe
mat
ics;
and
32%
in 8
th g
rade
sci
ence
.
Whe
n co
mpa
red
with
oth
er s
tate
s, M
ichi
gan'
s pu
blic
sch
ool
stud
ents
con
sist
ently
pla
ced
near
the
top
in b
oth
mat
hem
atic
san
d sc
ienc
e ac
hiev
emen
t.O
nly
a ha
ndfu
l of s
tate
s ha
dsi
gnifi
cant
ly h
ighe
r pe
rcen
tage
s of
stu
dent
s w
ho s
core
d at
or
abov
e P
rofic
ient
on
the
1996
NA
EP
ass
essm
ents
:
only
Con
nect
icut
in 4
th g
rade
mat
hem
atic
s;no
oth
er s
tate
in 8
th g
rade
mat
hem
atic
s; a
ndon
ly th
ree
stat
esM
aine
, Mon
tana
, and
Nor
th D
akot
ain
8th
grad
e sc
ienc
e.
12
A n
ew r
esea
rch
stud
y th
at u
ses
NA
EP
sco
res
to p
redi
ct h
owst
ates
wou
ld c
ompa
re to
41
natio
ns th
at p
artic
ipat
ed in
the
Thi
rd In
tern
atio
nal M
athe
mat
ics
and
Sci
ence
Stu
dy (
TIM
SS
) pl
aces
Mic
higa
n's
perf
orm
ance
nea
r th
e to
p of
the
list
in b
oth
mat
hem
atic
s an
d sc
ienc
e:
Onl
y te
n of
the
41 p
artic
ipat
ing
natio
ns w
ould
be
expe
cted
toou
tper
form
Mic
higa
n's
8th
grad
ers
in m
athe
mat
ics.
Mic
higa
nw
ould
be
expe
cted
to p
erfo
rm a
s w
ell a
s C
anad
a, E
ngla
nd,
Fra
nce,
Ger
man
y, th
e R
ussi
an F
eder
atio
n, a
nd th
e U
nite
d S
tate
s.
Onl
y 2
of th
e 41
par
ticip
atin
g na
tions
the
Cze
ch R
epub
lican
d S
inga
pore
wou
ld b
e ex
pect
ed to
out
perf
orm
Mic
higa
n's
8th
grad
ers
in s
cien
ce.
Mic
higa
n w
ould
be
expe
cted
to p
erfo
rmas
wel
l as
Can
ada,
Eng
land
, Ger
man
y, H
ong
Kon
g, J
apan
, Kor
ea,
the
Rus
sian
Fed
erat
ion,
and
the
Uni
ted
Sta
tes.
13
Although all of the N
ational Education G
oals are important, the tw
o thatfocus on raising student academ
ic achievement
Goals 3 and 5
are
considered by many to be the nation's highest education priorities.
Goal 3
calls for all students to demonstrate com
petency over challenging subjectm
atter, while G
oal 5 calls for U.S
. students to be first in the world in
mathem
atics and science achievement.
State policym
akers need good information to help them
monitor their state's
progress toward these G
oals.F
irst, policymakers need to know
whether student
achievement is increasing over tim
e, so that they can determine w
hethereducational program
s and policies are having the desired effect.S
econd,
policymakers need to be able to benchm
ark their state against other states andcountries to see how
their students' academic perform
ance compares to the
best in the nation and the best in the world.
Third, policym
akers need toknow
how different groups of students are perform
ing academically, so that
they can target educational services appropriately.
This report provides all three types of inform
ation.Its purpose is to sum
marize
the amount of progress that M
ichigan has made in raising student academ
icachievem
ent in mathem
atics and science since the National E
ducation Goals
were established in 1990.
Report form
at
This report contains four pages of inform
ation for Michigan (see pp. 10-13).
The first three pages m
easure progress toward G
oal 3, using studentachievem
ent data from the N
ational Assessm
ent of Educational P
rogress (NA
EP
).N
AE
P w
as authorized by Congress in 1969, and is the only nationally
representative and ongoing assessment that m
easures what students know
andare able to do in different subject areas.
Congress expanded N
AE
P to allow
the reporting of comparable state-by-state results, beginning w
ith the 1990m
athematics assessm
ent.P
articipation in state-level NA
EP
is voluntary, and hasincreased from
40 states and territories in 1990 to 45 in 1996.
IntroductionN
AE
P results are reported in m
athematics (G
rades 4 and 8) and science (Grade
8).T
hus far, these are the only grades in which N
AE
P m
athematics and science
assessments have been adm
inistered at the state level.S
ince 1990, mathem
atics
has been assessed twice at G
rade 4 (in 1992 and 1996) and three times at
Grade 8 (in 1990, 1992, and 1996).
Science has been assessed once (in
1996).
The first three pages of data show
:
how m
uch progress Michigan has m
ade over time;
how the state's latest academ
ic performance com
pares to that ofthe U
nited States and other states;1 and
how different subgroups of students in the state perform
ed onthe m
ost recent NA
EP
assessment.
The N
ational Education G
oals Panel aw
ards gold stars to states that haveshow
n a significant increase in the percentage of students in their state who
meet the N
ational Education G
oals Panel's perform
ance standard.2T
he Goals
Panel's perform
ance standard is based on three achievement levels set by the
National A
ssessment G
overning Board to describe the quality of student
achievement on N
AE
P:
Basic, P
roficient, and Advanced.
The B
asic level
represents partial mastery of necessary know
ledge and skills; the Proficient level
represents solid academic perform
ance; and the Advanced level represents
superior performance.3
The G
oals Panel has set its perform
ance standard atthe P
roficient or Advanced levels on N
AE
P.
The G
oals Panel considers
performance at these tw
o highest levels as evidence that students havedem
onstrated competency over challenging subject m
atter.
The fourth page of data show
s how close M
ichigan is to achievingG
oal 5 (see p.13).
Although G
oal 5 calls for the United S
tatesnot each
individual stateto be first in the w
orld in mathem
atics and science, them
ajority of states must be at w
orld-class levels of performance in m
athematics
and science if we expect the nation to attain first-in-the-w
orld status.International com
parisons of student achievement in 8th grade m
athematics and
science are presented, using data from a new
ly released research study.4T
his
study statistically links state results from the 1996 N
AE
P w
ith country results
1 The term
"state" is used hereafter in this report to refer to the 50 states, the District of C
olumbia, and the territories.
2 In this report, "significance" refers to statistical significance and indicates that the observed differences are not likely to have occurred by chance. All differencesin this report that are term
ed "statistically significant" are measured at
the 0.05 level.
3 Bourque, M
.L, Cham
pagne, A.B
., & C
rissman, S
. (1997, October). 1996 S
cience performance standards: A
chievement results for the nation and the states. W
ashington, DC
: National
Assessm
ent Governing B
oard.4 Johnson, E
.G., &
Siegendorf, A
. (1998, May). Linking the N
ational Assessm
ent of Educational P
rogress and the Third International M
athematics and S
cience Study: E
ighth graderesults. R
eport prepared for the U.S
. Departm
ent of Education,
National C
enter for Education S
tatistics, NC
ES
98-500. Washington, D
C: U
.S. G
overnment P
rinting Office.
141
from
the
1995
Thi
rd In
tern
atio
nal M
athe
mat
ics
and
Sci
ence
Stu
dy (
TIM
SS
).T
IMS
S
is th
e m
ost c
ompr
ehen
sive
inte
rnat
iona
l stu
dy o
f mat
hem
atic
s an
d sc
ienc
e
achi
evem
ent c
ondu
cted
to d
ate.
TIM
SS
test
ed h
alf a
mill
ion
stud
ents
in 4
1
coun
trie
s in
30
diffe
rent
lang
uage
s.P
artic
ipat
ing
coun
trie
s in
clud
ed th
e U
nite
d
Sta
tes,
as
wel
l as
som
e of
the
Uni
ted
Sta
tes'
chi
ef e
cono
mic
com
petit
ors
and
trad
ing
part
ners
, suc
h as
Jap
an, G
erm
any,
Can
ada,
Kor
ea, S
inga
pore
, Hon
g K
ong,
and
the
Rus
sian
Fed
erat
ion.
Link
ing
the
two
asse
ssm
ents
allo
ws
us to
pre
dict
how
eac
h st
ate
wou
ld h
ave
perf
orm
ed o
n T
IMS
S, r
elat
ive
to th
e 41
cou
ntrie
s th
at a
ctua
lly p
artic
ipat
ed in
the
inte
rnat
iona
l ass
essm
ent,
on th
e ba
sis
of e
ach
stat
e's
NA
EP
per
form
ance
.T
he
auth
ors
of th
e lin
king
stu
dy c
autio
n th
at th
e te
chni
que
used
to li
nk th
e tw
o te
sts
can
prov
ide
only
lim
ited
info
rmat
ion,
sin
ce N
AE
P a
nd T
IMS
S c
over
diff
eren
t
cont
ent a
nd w
ere
take
n by
diff
eren
t gro
ups
of s
tude
nts
at d
iffer
ent t
imes
.N
ever
thel
ess,
the
tech
niqu
e ca
n pr
ovid
e br
oad
com
paris
ons
that
tell
stat
es w
hich
coun
trie
s' s
tude
nts
wou
ld b
e ex
pect
ed to
sco
re s
igni
fican
tly h
ighe
r th
an, s
imila
r to
,or
sig
nific
antly
low
er th
an th
eir
own
stud
ents
in m
athe
mat
ics
and
scie
nce
on th
is
inte
rnat
iona
l ass
essm
ent.
In th
is r
epor
t, go
ld s
tars
sig
nify
ing
"wor
ld-c
lass
perf
orm
ance
" ar
e aw
arde
d to
thos
e st
ates
that
wou
ld b
e ex
pect
ed to
sco
re a
sw
ell a
s, o
r be
tter
than
, 4.0
or
mor
e of
the
41 p
artic
ipat
ing
TIM
SS
nat
ions
inm
athe
mat
ics
or s
cien
ce.
Val
ue to
sta
tes
Thi
s re
port
sho
ws
thre
e of
the
way
s in
whi
ch N
AE
P d
ata
can
be a
val
uabl
eso
urce
of i
nfor
mat
ion
for
stat
es:
1. N
AE
P c
an b
e us
ed to
mon
itor
educ
atio
nal p
rogr
ess
over
tim
e.
One
of t
he m
ost c
omm
on u
ses
of N
AE
P is
to m
onito
r tr
ends
in a
cade
mic
perf
orm
ance
to s
ee w
heth
er s
tude
nt a
chie
vem
ent i
s im
prov
ing
over
tim
e.T
his
is
poss
ible
bec
ause
NA
EP
is d
esig
ned
to r
epea
t ass
essm
ents
in e
ach
subj
ect a
rea
at
leas
t eve
ry fo
ur y
ears
.T
his
feat
ure
enab
les
polic
ymak
ers
to a
nsw
er q
uest
ions
suc
h
as:
Has
stu
dent
per
form
ance
impr
oved
sin
ce m
y st
ate
esta
blis
hed
new
sta
tew
ide
stan
dard
s in
sci
ence
?A
re m
ore
8th
grad
ers
in m
y st
ate
cons
ider
ed P
rofic
ient
in
mat
hem
atic
s si
nce
my
stat
e be
gan
requ
iring
all
8th
grad
ers
to ta
ke a
lgeb
ra?
Impr
ovem
ent O
ver
Tim
e is
pre
sent
ed in
Par
t 1 o
n pp
. 10-
12.
The
perc
enta
ges
of M
ichi
gan'
s st
uden
ts w
ho s
core
d at
or
abov
e th
e
Pro
ficie
nt le
vel o
n N
AE
P m
athe
mat
ics
and
scie
nce
asse
ssm
ents
will
be
trac
ked
over
a te
n-ye
ar p
erio
d, fr
om th
e es
tabl
ishm
ent o
f the
Nat
iona
l
Edu
catio
n G
oals
in 1
990,
unt
il th
e ye
ar 2
000.
2. N
AE
P c
an b
e us
ed to
ben
chm
ark
stat
e pe
rfor
man
ce a
gain
st th
e be
st in
the
natio
n an
d th
e be
st in
the
wor
ld.
Bec
ause
NA
EP
sco
res
are
com
para
ble
acro
ss s
tate
s, p
olic
ymak
ers
can
use
NA
EP
to
answ
er q
uest
ions
suc
h as
:H
ow d
oes
my
stat
e co
mpa
re to
nei
ghbo
ring
stat
es o
rto
the
high
est-
perf
orm
ing
stat
es in
the
coun
try?
5It
is a
lso
poss
ible
to u
se N
AE
P
scor
es in
a m
ore
limite
d w
ay to
pre
dict
rel
ativ
e pe
rfor
man
ce o
n a
rela
ted
asse
ssm
ent s
uch
as T
IMS
S, s
o th
at s
tate
s ca
n be
nchm
ark
thei
r pe
rfor
man
ce
agai
nst t
op-p
erfo
rmin
g na
tions
in m
athe
mat
ics
and
scie
nce.
Pol
icym
aker
s ca
n us
e
resu
lts fr
om th
e N
AE
P/T
IMS
S li
nkin
g st
udy
to a
nsw
er q
uest
ions
suc
h as
:H
ow
man
y na
tions
wou
ld b
e ex
pect
ed to
out
perf
orm
my
stat
e in
8th
gra
de
mat
hem
atic
s?H
ow w
ould
my
stat
e be
exp
ecte
d to
per
form
in c
ompa
rison
to th
eU
nite
d S
tate
s' m
ajor
trad
ing
part
ners
in 8
th g
rade
sci
ence
?
Sta
te C
ompa
rison
s ar
e pr
esen
ted
in P
art 2
on
pp. 1
0-12
.M
ichi
gan'
s
perf
orm
ance
is c
ompa
red
to th
e na
tion
and
to o
ther
sta
tes
on th
e m
ost
rece
nt N
AE
P m
athe
mat
ics
and
scie
nce
asse
ssm
ents
Inte
rnat
iona
l Com
paris
ons
are
pres
ente
d on
p.
13.
Mic
higa
n's
pred
icte
d
perf
orm
ance
on
TIM
SS
is c
ompa
red
to th
e ac
tual
per
form
ance
of t
he 4
1
part
icip
atin
g T
IMS
S n
atio
nsC
ount
ries
are
clus
tere
d in
alp
habe
tical
ord
er
in th
ree
grou
ps: t
hose
that
wou
ld b
e ex
pect
ed to
per
form
sig
nific
antly
high
er th
an, s
igni
fican
tly lo
wer
than
, or
not s
igni
fican
tly d
iffer
ent f
rom
Mic
higa
n in
8th
gra
de m
athe
mat
ics
and
scie
nce.
3. N
AE
P c
an b
e us
ed to
mon
itor
whe
ther
all
grou
ps o
f stu
dent
s in
a s
tate
are
achi
evin
g at
hig
h le
vels
.
Goa
l 3 s
peci
fies
that
all
stud
ents
will
dem
onst
rate
com
pete
ncy
over
cha
lleng
ing
subj
ect m
atte
r.B
ecau
se N
AE
P d
ata
can
be b
roke
n ou
t by
subg
roup
s, p
olic
ymak
ers
can
use
NA
EP
to a
nsw
er q
uest
ions
suc
h as
: Are
sim
ilar
prop
ortio
ns o
f boy
s an
dgi
rls in
my
stat
e co
nsid
ered
Pro
ficie
nt in
mat
hem
atic
s an
d sc
ienc
e?D
o m
inor
ity
stud
ents
sco
re a
s w
ell a
s W
hite
stu
dent
s?D
o la
rge
achi
evem
ent g
aps
exis
t
betw
een
urba
n an
d no
n-ur
ban
stud
ents
?
5 A
lthou
gh N
AE
P s
core
s ar
e co
mpa
rabl
e, th
e re
ader
sho
uld
bear
in m
ind
that
man
y va
riabl
es o
f int
eres
t to
stat
e po
licym
aker
s ca
n co
ntrib
ute
to d
iffer
ence
s in
stat
e pe
rfor
man
ce, s
uch
as a
vaila
ble
reso
urce
s, c
urric
ula,
edu
catio
nal p
ract
ices
, etc
.T
he r
esul
ts p
rese
nted
in th
is r
epor
t do
not c
ontr
ol fo
r th
ese
varia
bles
.
216
17
Sub
grou
p P
erfo
rman
ce is
pre
sent
ed in
Par
t 3 o
n pp
. 10-
12.
Thi
s
sect
ion
show
s ho
w m
any
stud
ents
in d
iffer
ent s
ubgr
oups
in M
ichi
gan
scor
ed a
t or
abov
e th
e P
rofic
ient
leve
l on
the
mos
t rec
ent N
AE
P
mat
hem
atic
s an
d sc
ienc
e as
sess
men
ts.
Res
ults
are
pre
sent
ed b
y se
x,
race
/eth
nici
ty, p
aren
ts' h
ighe
st le
vel o
f edu
catio
n, s
choo
l loc
atio
n, a
nd
elig
ibili
ty fo
r fr
ee/r
educ
ed-p
rice
lunc
h pr
ogra
ms.
Inte
rpre
ting
the
resu
lts
NA
EP
is a
larg
e-sc
ale
accf
csm
ent i
nten
ded
for
mon
itorin
g tr
ends
in s
tude
nt p
erfo
rman
ce
and
is n
ot a
dmin
iste
red
to e
very
stu
dent
Inst
ead,
sam
ples
of s
tude
nt a
re s
elec
ted
to
take
the
test
.T
his
enab
les
stat
es to
use
sm
alle
r, c
ost-
effic
ient
sam
ples
to p
redi
ct h
ow
the
entir
e st
uden
t pop
ulat
ion
wou
ld h
ave
perf
orm
ed o
n an
ass
ecsm
ent w
ithou
t tes
ting
all o
f the
m.
Thi
s is
sim
ilar
to a
pub
lic o
pini
on p
oll t
hat p
redi
ct, w
ith a
cer
tain
deg
ree
of c
onfid
ence
, how
all
indi
vidu
als
wou
ld h
ave
resp
onde
d to
a s
et o
f que
stio
ns h
ad th
eyal
l bee
n po
lled.
Itis
impo
rtan
t to
note
that
any
est
imat
e ba
sed
on a
sam
ple,
whe
ther
itis
from
aN
AE
P a
sses
smen
t or
a pu
blic
opi
nion
pol
l, co
ntai
ns a
sm
all a
mou
nt o
f err
or. T
he
estim
ate
wou
ld b
e sl
ight
ly h
ighe
r or
slig
htly
low
er if
a d
iffer
ent s
ampl
e w
ere
chos
en.
Pub
lic o
pini
on p
olls
acc
ount
for
this
err
or w
hen
they
cau
tion
that
thei
r re
sults
are
"acc
urat
e w
ithin
plu
s or
min
us tw
o pe
rcen
tage
poi
nt."
In th
e sa
me
way
, we
mus
t
acco
unt f
or th
e un
cert
aint
y in
NA
EP
res
ults
, whe
ther
we
are
com
parin
g pr
ogre
ss o
ver
time,
per
form
ance
am
ong
stat
es, o
r pe
rfor
man
ce a
mon
g su
bgro
ups
of s
tude
nts
with
in a
stat
e.
We
acco
unt f
or th
e un
cert
aint
y by
usi
ng a
form
ula
to c
alcu
late
a s
tand
ard
erro
r fo
r
each
est
imat
e.6
The
sta
ndar
d er
ror
tells
us
how
pre
cise
the
estim
ate
is.
The
clo
ser
the
stan
dard
err
or is
to z
ero,
the
mor
e pr
ecis
e th
e es
timat
e.A
lthou
gh s
ampl
e si
ze is
only
one
of s
ever
al fa
ctor
s th
at in
fluen
ce th
e si
ze o
f the
sta
ndar
d er
ror,
as
a ge
nera
l
rule
, lar
ger
sam
ples
yie
ld m
ore
prec
ise
estim
ates
and
sm
alle
r st
anda
rd e
rror
s.
If w
e w
ant t
o ex
amin
e di
ffere
nces
bet
wee
n gr
oups
for
exam
ple,
to d
eter
min
e
whe
ther
one
sta
te p
erfo
rmed
at a
hig
her
leve
l tha
n an
othe
r di
dw
e m
ust a
pply
a
stat
istic
al te
st to
tell
us w
heth
er th
ere
are
likel
y to
be
diffe
renc
es in
act
ual
perf
orm
ance
bet
wee
n gr
oups
in th
e en
tire
popu
latio
n.T
he s
tatis
tical
test
take
s in
toac
coun
t the
siz
e of
the
stan
dard
err
ors
for
each
gro
up's
sco
re, a
s w
ell a
s th
e
diffe
renc
e be
twee
n th
e sc
ores
.If
the
test
indi
cate
s th
at th
e gr
oups
in th
e en
tire
popu
latio
n ar
e lik
ely
to p
erfo
rm d
iffer
ently
, we
say
that
the
diffe
renc
e is
sta
tistic
ally
sign
ifica
ntT
his
mea
ns th
at th
e di
ffere
nces
are
not
like
ly to
hav
e oc
curr
ed b
ych
ance
we
can
be c
onfid
ent t
hat p
erfo
rman
ce h
as c
hang
ed o
ver
time
or o
ne
grou
p ha
s ou
tper
form
ed a
noth
er.
Thi
s sh
ould
be
kept
in m
ind
whe
n re
view
ing
the
data
on
pp. 1
0-12
.In
Par
t 1 o
np.
10, f
or e
xam
ple,
it m
ay a
ppea
r th
at th
e pe
rcen
tage
of s
tude
nts
who
sco
red
at th
e
Pro
ficie
nt le
vel o
r hi
gher
on
NA
EP
has
gon
e up
ove
r tim
e, b
ut th
e ch
ange
isre
port
ed a
s "n
ot s
igni
fican
t"T
his
occu
rs b
ecau
se e
ven
thou
gh th
ere
is a
diff
eren
ce
in s
core
s,it
is n
ot s
tatis
tical
ly d
iffer
ent
Bec
ause
eac
h pe
rcen
tage
is a
n es
timat
e
that
has
som
e un
cert
aint
y as
soci
ated
with
it,
itis
pos
sibl
e fo
r a
smal
l gai
n to
be
sign
ifica
nt in
one
cas
e, w
hile
a la
rger
per
cent
age-
poin
t gai
n ca
n fa
il to
be
sign
ifica
nt
in a
noth
er.
The
sam
e ca
utio
n m
ust b
e ex
erci
sed
whe
n in
terp
retin
g th
e re
sults
in P
arts
2 a
nd 3
.In
Par
t 2,
it w
ould
not
be
accu
rate
to r
ank
indi
vidu
al s
tate
s st
rictly
by
the
perc
enta
ges
of s
tude
nts
who
sco
red
at o
r ab
ove
Pro
ficie
ntIn
stea
d of
ran
king
indi
vidu
al s
tate
s, it
is m
ore
usef
ul to
talk
abo
ut s
tate
s' p
erfo
rman
ce in
term
s of
clus
ters
of s
tate
s th
at p
erfo
rmed
sig
nific
antly
hig
her
than
, sig
nific
antly
low
er th
an, o
r
not s
igni
fican
tly d
iffer
ent f
rom
a p
artic
ular
sta
te.
Sim
ilarly
, in
Par
t 3,
it w
ould
not
be
accu
rate
to c
oncl
ude
that
one
sub
grou
p of
stud
ents
out
perf
orm
ed a
noth
er b
ased
sol
ely
on th
e pe
rcen
tage
s lis
ted
on th
e gr
aph.
An
obse
rved
diff
eren
ce o
f 3 p
erce
ntag
e po
ints
bet
wee
n m
ales
and
fem
ales
, for
exam
ple,
may
not
be
stat
istic
ally
sig
nific
ant w
hen
stan
dard
err
ors
are
take
n in
to
acco
unt
In o
rder
to k
eep
the
grap
hs in
Par
t 3 a
s cl
ear
and
as r
eada
ble
as p
ossi
ble,
we
have
not
atte
mpt
ed to
flag
sub
grou
p di
ffere
nces
on
the
grap
hs th
emse
lves
.
Inst
ead,
sta
tistic
ally
sig
nific
ant d
iffer
ence
s be
twee
n su
bgro
ups
are
sum
mar
ized
on
p.14
.
Fin
ally
, rea
ders
sho
uld
use
caut
ion
whe
n in
terp
retin
g th
e re
sults
of t
he N
AE
KT
IMS
S
linki
ng s
tudy
on
p.13
. The
pur
pose
of t
he li
nkin
g st
udy
is to
com
pare
sta
tes
tona
tions
, not
sta
tes
to s
tate
s or
nat
ions
to n
atio
ns.
Sta
te-t
o-st
ate
com
paris
ons,
usi
ng
com
para
ble
NA
EP
dat
a, a
ppea
r in
Par
t 2 o
n pp
. 10-
12.
Bec
ause
the
resu
lts o
f the
NA
EN
TIM
SS
link
ing
stud
y ca
n of
fer
only
app
roxi
mat
e co
mpa
rison
s of
per
form
ance
of in
divi
dual
sta
tes
rela
tive
to th
e 41
par
ticip
atin
g T
IMS
S n
atio
ns, n
atio
ns a
resi
mpl
y lis
ted
in a
lpha
betic
al o
rder
and
act
ual s
core
s ar
e no
t sho
wn.
7
6 F
or m
ore
deta
iled
info
rmat
ion,
see
the
Nat
iona
l Edu
catio
n G
oals
Pan
el's
full
repo
rt, M
athe
mat
ics
and
Sci
ence
Ach
ieve
men
t Sta
te b
y S
tate
, 199
8. S
ee a
lso
the
Tec
hnic
alR
epor
t of t
he N
AE
P 1
996
Sta
te A
sses
smen
t Pro
gram
in M
athe
mat
ics.
7 F
or m
ore
deta
iled
tech
nica
l inf
orm
atio
n ab
out t
he N
AE
P/T
IMS
S li
nkin
g st
udy,
see
the
fort
hcom
ing
repo
rt fr
om th
e N
atio
nal C
ente
r fo
r E
duca
tion
Sta
tistic
s, L
inki
ng th
e N
atio
nal
Ass
essm
ent o
f Edu
catio
nal P
rogr
ess
and
the
Thi
rd In
tern
atio
nal
Mat
hem
atic
s an
d S
cien
ce S
tudy
at t
he e
ight
h gr
ade:
A r
esea
rch
repo
rt.
1819
3
Fin
ding
s -
Impr
ovem
ent O
ver
Tim
eT
he p
erce
ntag
e of
stu
dent
s w
ho m
et th
e G
oals
Pan
el's
per
form
ance
sta
ndar
d (t
hat
is, a
sco
re a
t or
abov
e P
rofic
ient
on
NA
EP
) in
crea
sed
sign
ifica
ntly
dur
ing
the
1990
s:
natio
nally
and
in 7
sta
tes
in 4
th g
rade
mat
hem
atic
s; a
nd
natio
nally
and
in 2
7 st
ates
in 8
th g
rade
mat
hem
atic
s.
In n
o st
ate
has
achi
evem
ent d
eclin
ed b
y an
am
ount
that
is s
tatis
tical
ly s
igni
fican
t.
The
28
stat
es th
at e
arne
d st
ars
for
impr
ovem
ent o
ver
time
are
show
n on
the
map
in F
igur
e 1.
At p
rese
nt, t
he m
axim
um n
umbe
r of
sta
rs th
at a
sta
te c
an e
arn
for
impr
ovem
ent i
n st
uden
t aca
dem
ic a
chie
vem
ent i
s tw
o (in
4th
gra
de m
athe
mat
ics
and
in 8
th g
rade
mat
hem
atic
s).
A s
tar
for
impr
ovem
ent c
anno
t yet
be
earn
ed in
8th
grad
e sc
ienc
e, b
ecau
se N
AE
P h
as a
sses
sed
scie
nce
only
onc
e at
the
stat
e le
vel.
,NrT
wen
ty-e
ight
sta
tes,
incl
udin
g M
ichi
gan,
hav
e ea
rned
at l
east
one
star
(ou
t of a
pos
sibl
e tw
o) fo
r im
prov
emen
t ove
r tim
ein
mat
hem
atic
s in
eith
er G
rade
4 o
r G
rade
8:
1. A
rizon
a
2. A
rkan
sas
3. C
alifo
rnia
4. C
olor
ado
5. C
onne
ctic
ut
6. D
elaw
are
7. F
lorid
a
8. H
awai
i9.
Indi
ana
10. I
owa
1. C
olor
ado
2. C
onne
ctic
ut
3. In
dian
a
11. K
entu
cky
21. N
orth
Dak
ota
12. M
aryl
and
22. O
rego
n
13. M
ichi
gan
23. R
hode
Isla
nd
14. M
inne
sota
24. T
enne
ssee
15. M
onta
na25
. Tex
as
16. N
ebra
ska
26. W
est V
irgin
ia
17. N
ew H
amps
hire
27. W
isco
nsin
18. N
ew M
exic
o28
. Wyo
min
g
19. N
ew Y
ork
20. N
orth
Car
olin
a
Six
of t
hese
sta
tes
have
ear
ned
two
star
s (o
ut o
f apo
ssib
le tw
o) fo
r im
prov
emen
t ove
r tim
e in
mat
hem
atic
s in
bot
h G
rade
4 a
nd G
rade
8:
4. N
orth
Car
olin
a
5. T
exas
6. W
est V
irgin
ia
Sev
en s
tate
s th
at m
ade
sign
ifica
nt g
ains
in m
athe
mat
ics
wer
e al
soam
ong
the
high
est-
perf
orm
ing
stat
es*
in th
e na
tion:
1. C
onne
ctic
ut
2. Io
wa
3. M
inne
sota
4. M
onta
na
5. N
ebra
ska
6. N
orth
Dak
ota
7. W
isco
nsin
Fin
ding
s -
Sta
te C
ompa
rison
sM
athe
mat
ics
- G
rade
4
Nat
iona
l Per
form
ance
In 1
996,
21%
of U
.S. 4
th g
rade
rsin
pub
lic a
nd n
onpu
blic
sch
ools
scor
ed a
t the
Pro
ficie
nt le
vel o
rhi
gher
on
the
NA
EP
mat
hem
atic
s as
sess
men
t.
Sta
te P
erfo
rman
ce
In 1
996,
the
perc
enta
ge o
f pub
licsc
hool
4th
gra
ders
who
sco
red
at th
e P
rofic
ient
leve
l or
high
eron
the
NA
EP
mat
hem
atic
s
asse
ssm
ent r
ange
d fr
om 3
0/a
in
the
low
est-
perf
orm
ing
stat
es to
31%
in th
e hi
ghes
t-pe
rfor
min
g st
ates
.In
Mic
higa
n, 2
3% m
et th
e st
anda
rd.
pigh
est-
perf
orm
ing'
sta
tes
Con
nect
icut
31%
Min
neso
ta29
0/6
Mai
ne27
%
Wis
cons
in27
%
Hig
hest
-per
form
ing
stat
es a
re d
efin
ed a
s th
ose
in w
hich
the
perc
enta
ge o
f stu
dent
s w
ho s
core
d at
or
abov
e P
rofic
ient
on
NA
EP
was
sig
nific
antly
hig
her
than
the
perc
enta
ge o
f stu
dent
s w
ho d
id s
o na
tiona
lly.
4
21)
Sta
te P
rogr
ess
Tow
ard
Goa
l 3: I
mpr
ovem
ent O
ver
Tim
e in
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent
Figu
re 1
Tcc
,
HI
GU
AM
2 2
II
CT
rAD
E
Dis
tric
t of
Col
umbi
a
Sta
tes
that
sig
nific
antly
incr
ease
d
the
perc
enta
ge o
f stu
dent
s in
thei
r
stat
e w
ho m
et th
e G
oals
Pan
el's
perf
orm
ance
sta
ndar
d3 in
mat
hem
atic
s in
:
eith
er G
rade
4 o
r G
rade
8
1211
bot
h G
rade
4 a
nd G
rade
8
1D
ata
not a
vaila
ble
for
the
1992
and
/or
the
1996
NA
EP
mat
hem
atic
s as
sess
men
t at G
rade
4, s
o pr
ogre
ss c
anno
t be
dete
rmin
ed.
2 D
ata
not a
vaila
ble
for
the
1990
and
/or
the
1996
NA
EP
mat
hem
atic
s as
sess
men
t at G
rade
8, s
o pr
ogre
ss c
anno
t be
dete
rmin
ed.
3 T
he N
atio
nal E
duca
tion
Goa
ls P
anel
use
s th
e N
atio
nal A
sses
smen
t of E
duca
tiona
l Pro
gres
s (N
AE
P)
to m
easu
re im
prov
emen
t ove
r tim
e in
stud
ent a
cade
mic
ach
ieve
men
tT
he G
oals
Pan
el's
per
form
ance
sta
ndar
d is
a s
core
at o
r ab
ove
Pro
ficie
nt o
n N
AE
P. A
sta
r is
aw
arde
d to
stat
es th
at s
how
a s
igni
fican
t inc
reas
e in
the
perc
enta
ge o
f stu
dent
s in
thei
r st
ate
who
mee
t the
Goa
ls P
anel
's s
tand
ard.
At p
rese
nt, t
hem
axim
um n
umbe
r of
sta
rs th
at a
sta
te c
an e
arn
for
impr
ovem
ent o
ver
time
is tw
o (in
4th
gra
de m
athe
mat
ics
and
8th
grad
em
athe
mat
im).
A s
tar
for
impr
ovem
ent c
anno
t yet
be
earn
ed in
8th
gra
de s
cien
ce, b
ecau
se N
AE
P h
as a
sses
sed
scie
nce
only
onc
e at
the
stat
e le
vel.
Lp
3V..r
ri.,1
5
1iti
Viq
35
Mat
hem
atic
sG
rade
8
Nat
iona
l Per
form
ance
In 1
996,
24%
of U
.S. 8
th g
rade
rsin
pub
lic a
nd n
onpu
blic
sch
ools
scor
ed a
t the
Pro
ficie
nt le
vel o
rhi
gher
on
the
NA
EP
mat
hem
atic
s
asse
ssm
ent.
Sta
te P
erfo
rman
ce
In 1
996,
the
perc
enta
ge o
f pub
licsc
hool
8th
gra
ders
who
sco
red
atth
e P
rofic
ient
leve
l or
high
er o
nth
e N
AE
P m
athe
mat
ics
asse
ssm
ent
rang
ed fr
om 5
0/0
in th
e lo
wes
t-pe
rfor
min
g st
ates
to 3
4% in
the
high
est-
perf
orm
ing
stat
es.
In M
ichi
gan,
28%
met
the
stan
dard
.
Sci
ence
Gra
de 8
Nat
iona
l Per
form
ance
In 1
996,
29%
of U
.S. 8
th g
rade
rsin
pub
lic a
nd n
onpu
blic
sch
ools
scor
ed a
t the
Pro
ficie
nt le
vel o
rhi
gher
on
the
NA
EP
sci
ence
asse
ssm
ent.
Sta
te P
erfo
rman
ce
In 1
996,
the
perc
enta
ge o
f pub
licsc
hool
8th
gra
ders
who
sco
red
at th
e P
rofic
ient
leve
l or
high
eron
the
NA
EP
sci
ence
ass
essm
ent
rang
ed fr
om 5
% in
the
low
est-
perf
orm
ing
stat
es to
41%
in th
ehi
ghes
t-pe
rfor
min
g st
ates
.In
Mic
higa
n,
32%
met
the
stan
dard
.
Hig
hest
-per
form
ing*
sta
tes
Min
neso
ta34
0/0
Nor
th D
akot
a33
%
Mon
tana
32%
Wis
cons
in32
%
Con
nect
icut
31%
Iow
a31
0/0
Mai
ne31
0/0
Neb
rask
a31
0/0
Ala
ska
30%
Hig
hest
-per
form
ing*
sta
tes
Mai
ne41
%
Mon
tana
41%
Nor
th D
akot
a41
%
Wis
cons
in39
%
Mas
sach
uset
ts37
%
Min
neso
ta37
0/0
Con
nect
icut
36%
Iow
a36
%
Neb
rask
a35
%
Wyo
min
g34
%
Fin
ding
sS
ubgr
oup
Per
form
ance
8
Diff
eren
ces
by S
ex
Nat
iona
lly a
nd in
9 o
ut o
f 45
stat
es, t
he p
erce
ntag
e of
mal
est
uden
ts w
ho s
core
d at
or
abov
e P
rofic
ient
in 4
th g
rade
mat
hem
atic
s w
as h
ighe
r th
an th
e pe
rcen
tage
of f
emal
es w
ho d
idso
. The
re w
as n
o si
gnifi
cant
diff
eren
ce in
Mic
higa
n.
In 6
out
of 4
3 st
ates
, mal
es o
utpe
rfor
med
fem
ales
in 8
th g
rade
mat
hem
atic
s.T
here
was
no
sign
ifica
nt d
iffer
ence
at t
he n
atio
nal
leve
l or
in M
ichi
gan.
In 1
9 ou
t of 4
2 st
ates
, inc
ludi
ng M
ichi
gan,
mal
es o
utpe
rfor
med
fem
ales
in 8
th g
rade
sci
ence
.T
here
was
no
sign
ifica
nt d
iffer
ence
at th
e na
tiona
l lev
el.
Diff
eren
ces
by R
ace/
Eth
nici
ty
At t
he n
atio
nal l
evel
and
in m
ost s
tate
s, th
ere
wer
e no
sign
ifica
nt d
iffer
ence
s be
twee
n th
e pe
rcen
tage
s of
Whi
te a
ndA
sian
/Pac
ific
Isla
nder
stu
dent
s w
ho s
core
d at
the
Pro
ficie
nt le
vel
or h
ighe
r on
NA
EP
.
How
ever
, in
the
maj
ority
of c
ases
at b
oth
the
natio
nal a
nd s
tate
leve
ls, t
he p
erce
ntag
es o
f Whi
te s
tude
nts
who
sco
red
at th
eP
rofic
ient
leve
l or
high
er w
ere
sign
ifica
ntly
gre
ater
than
the
perc
enta
ges
of o
ther
min
ority
stu
dent
s w
ho m
et th
is s
tand
ard.
In M
ichi
gan,
Whi
tes
outp
erfo
rmed
Am
eric
an In
dian
s/A
lask
an
Nat
ives
, Bla
cks,
and
His
pani
cs in
4th
gra
de m
athe
mat
ics.
In 8
thgr
ade
mat
hem
atic
s an
d sc
ienc
e, th
e pe
rcen
tage
s w
ere
sign
ifica
ntly
grea
ter
for
Whi
te s
tude
nts
than
for
Bla
cks
and
His
pani
cs.
Diff
eren
ces
by P
aren
ts' H
ighe
st L
evel
of E
duca
tion
Nat
iona
lly, i
n M
ichi
gan,
and
in a
lmos
t eve
ry o
ther
cas
e at
the
stat
e le
vel,
stud
ents
who
se p
aren
ts h
ad s
ome
educ
atio
n be
yond
high
sch
ool o
r w
hose
par
ents
wer
e co
llege
gra
duat
esou
tper
form
ed s
tude
nts
who
rep
orte
d th
at n
eith
er o
f the
ir pa
rent
sha
d gr
adua
ted
from
hig
h sc
hool
.
Hig
hest
-per
form
ing
stat
es a
re d
efin
ed a
s th
ose
in w
hich
the
perc
enta
ge o
f stu
dent
s w
ho s
core
d at
or
abov
e P
rofic
ient
on
NA
EP
was
sig
nific
antly
hig
her
than
the
perc
enta
ge o
f stu
dent
s w
ho d
id s
o na
tiona
lly.
8 T
he r
eade
r is
cau
tione
d to
avo
id in
terp
retin
g su
bgro
up d
iffer
ence
s in
this
sec
tion
of th
e re
port
as
caus
al r
elat
ions
hips
.
625
Sta
te P
rogr
ess
Tow
ard
Goa
l 5: W
orld
-Cla
ss P
erfo
rman
ce in
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent
Fig
ure
2
RI
iraity
lreiti
gSP
DE
Sta
tes
that
wou
ld b
e ex
pect
ed to
perf
orm
as
wel
l as,
or
bette
r th
an, 4
0 of
Dis
tric
t of
Col
umbi
a
41 p
artic
ipat
ing
TIM
SS
3 na
tions
in:
scie
nce
MIb
oth
mat
hem
atic
s an
d sc
ienc
e
HI
2 6
GU
AM
F..
r777
q.,-
-.'
lli
Lrz
.
1D
ata
not a
vaila
ble
for
the
1996
NA
EP
mat
hem
atic
s an
d sc
ienc
e as
sess
men
ts a
t Gra
de 8
, so
inte
rnat
iona
l com
paris
ons
cann
ot b
e pr
edic
ted.
2 In
199
5, a
rep
rese
ntat
ive
sam
ple
of 8
th g
rade
rs in
Min
neso
ta to
ok th
e sa
me
mat
hem
atic
s an
d sc
ienc
e as
sess
men
ts a
dmin
iste
red
in th
e 41
part
icip
atin
g T
IMS
S n
atio
ns.
Inte
rnat
iona
l com
paris
ons
for
Min
neso
ta, t
here
fore
, are
bas
ed o
n ac
tual
stu
dent
per
form
ance
, not
pre
dict
ions
.S
tude
nts
in M
isso
uri a
nd O
rego
n al
so to
ok th
e T
IMS
S a
sses
smen
ts in
199
7, b
ut th
eir
resu
lts h
ave
not y
et b
een
publ
icly
rel
ease
d.3
TIM
SS
is th
e T
hird
Inte
rnat
iona
l Mat
hem
atic
s an
d S
cien
ce S
tudy
. TIM
SS
was
adm
inis
tere
d in
199
5 in
41
coun
trie
s, in
clud
ing
the
Uni
ted
Sta
tes.
The
info
rmat
ion
pres
ente
d on
this
map
is b
ased
on
the
resu
lts o
f a n
ewly
rel
ease
d re
sear
ch s
tudy
that
link
s tw
o di
ffere
ntm
athe
mat
ics
and
scie
nce
asse
ssm
ents
:th
e 19
95 T
IMS
S a
nd th
e 19
96 N
atio
nal A
sses
smen
t of E
duca
tiona
l Pro
gres
s (N
AE
P).
The
res
earc
hst
udy
was
des
igne
d to
com
pare
sta
tes
to n
atio
ns, a
nd p
redi
cts
how
indi
vidu
al s
tate
s w
ould
hav
e pe
rfor
med
on
11M
SS
, giv
en th
eir
NA
EP
scor
es.
At p
rese
nt, t
he m
axim
um n
umbe
r of
sta
rs th
at a
sta
te c
an e
arn
for
wor
ld-c
lass
aca
dem
ic p
erfo
rman
ce is
two
(in G
rade
8m
athe
mat
ics
and
Gra
de 8
sci
ence
), a
lthou
gh n
o st
ate
has
earn
ed a
sta
r in
mat
hem
atic
s.
77
Diff
eren
ces
by S
choo
l Loc
atio
n
At t
he n
atio
nal l
evel
and
in M
ichi
gan,
stu
dent
s w
ho a
ttend
edsc
hool
in u
rban
frin
ges/
larg
e to
wns
out
perf
orm
ed th
ose
who
atte
nded
sch
ool i
n ce
ntra
l citi
es in
4th
and
8th
gra
dem
athe
mat
ics.
Mic
higa
n st
uden
ts w
ho a
ttend
ed s
choo
l in
rura
lar
eas/
smal
l tow
ns a
lso
outp
erfo
rmed
thei
r pe
ers
in c
entr
al c
ities
in m
athe
mat
ics
at b
oth
grad
es.
Diff
eren
ces
by P
over
ty(a
s m
easu
red
by e
ligib
ility
for
free
/red
uced
-pric
e lu
nch
prog
ram
)
Inal
l cas
esna
tiona
lly a
nd in
eve
ry s
tate
stud
ents
who
wer
e no
t elig
ible
for
the
free
/red
uced
-pric
e lu
nch
prog
ram
outp
erfo
rmed
stu
dent
s w
ho w
ere
elig
ible
for
this
pro
gram
.T
his
was
true
acr
oss
all s
ubje
cts
and
grad
es.
Fin
ding
sIn
tern
atio
nal C
ompa
rison
s
In 8
th g
rade
mat
hem
atic
s, th
e U
nite
d S
tate
s sc
ored
hig
her
than
7 c
ount
ries,
low
er th
an 2
0, a
nd n
ot s
igni
fican
tly d
iffer
ent f
rom
13.
In 8
th g
rade
sci
ence
, the
Uni
ted
Sta
tes
scor
ed h
ighe
r th
an 1
5 co
untr
ies,
low
er th
an 9
, and
not
sig
nific
antly
diffe
rent
from
16.
Whe
n co
mpa
red
to o
ur c
hief
eco
nom
ic p
artn
ers,
the
Uni
ted
Sta
tes
isin
the
botto
m h
alf i
n m
athe
mat
ics
and
arou
nd th
e m
iddl
e in
sci
ence
.
The
exp
ecte
d pe
rfor
man
ce o
f ind
ivid
ual s
tate
s on
the
TIM
SS
mat
hem
atic
s an
dsc
ienc
e as
sess
men
ts v
arie
d w
idel
y.In
mat
hem
atic
s, th
e nu
mbe
r of
cou
ntrie
sth
at w
ould
be
expe
cted
to o
utpe
rfor
m a
giv
en s
tate
ran
ged
from
6 to
38.
In
scie
nce,
the
num
ber
rang
ed fr
om1
to 3
8.
Sta
tes
that
ear
ned
gold
sta
rs fo
r "w
orld
-cla
ss p
erfo
rman
ce"
in m
athe
mat
ics
and
scie
nce
are
show
n on
the
map
in F
igur
e 2.
Sta
rs w
ere
awar
ded
to s
tate
s th
atw
ould
be
expe
cted
to s
core
as
wel
l as,
or
bette
r th
an, 4
0 or
mor
e of
the
41pa
rtic
ipat
ing
TIM
SS
nat
ions
in m
athe
mat
ics
or s
cien
ce.
The
max
imum
num
ber
of s
tars
that
a s
tate
can
ear
n fo
r w
orld
-cla
ss p
erfo
rman
ce is
two
(one
inm
athe
mat
ics
and
one
in s
cien
ce),
alth
ough
no
stat
e ea
rned
a s
tar
inm
athe
mat
ics.
Mic
higa
n w
ould
be
expe
cted
to s
core
as
wel
l as,
or
bette
r th
an,
31 n
atio
ns in
mat
hem
atic
s an
d 39
nat
ions
in s
cien
ce.
828
*In
scie
nce,
14
stat
es e
arne
d a
star
for
wor
ld-c
lass
perf
orm
ance
.S
tude
nts
in o
nly
one
natio
nS
inga
pore
wou
ld b
e ex
pect
ed to
out
perf
orm
the
8th
grad
ers
in th
ese
stat
es in
sci
ence
:
1. C
olor
ado
8. N
ebra
ska
2. C
onne
ctic
ut9.
Nor
th D
akot
a3.
Iow
a10
. Ore
gon
4. M
aine
11. U
tah
5. M
assa
chus
etts
12. V
erm
ont
6. M
inne
sota
13. W
isco
nsin
7. M
onta
na14
. Wyo
min
g
Stu
dent
s in
onl
y tw
o na
tions
the
Cze
ch R
epub
lic a
nd S
inga
pore
wou
ld b
e
expe
cted
to o
utpe
rfor
m M
ichi
gan'
s 8t
h gr
ader
s in
sci
ence
.
Con
clus
ions
Is M
ichi
gan
mak
ing
prog
ress
tow
ard
Goa
l 3 o
f the
Nat
iona
l Edu
catio
n G
oals
by
incr
easi
ng s
tude
nt a
chie
vem
ent i
n m
athe
mat
ics
and
scie
nce?
We
cann
otan
swer
this
que
stio
n fo
r sc
ienc
e ye
t bec
ause
NA
EP
has
ass
esse
d sc
ienc
e on
lyon
ce a
t the
sta
te le
vel.
How
ever
, in
mat
hem
atic
s th
e an
swer
is "
yes.
"T
he
maj
ority
of s
tate
s th
at p
artic
ipat
ed in
NA
EP
ass
essm
ents
dur
ing
the
1990
s,in
clud
ing
Mic
higa
n, h
ave
show
n si
gnifi
cant
impr
ovem
ents
in s
tude
nt a
cade
mic
achi
evem
ent i
n m
athe
mat
ics
in a
t lea
st o
ne g
rade
.M
ichi
gan
was
one
of
twen
ty-e
ight
sta
tes
that
ear
ned
at le
ast o
ne s
tar
(out
of a
pos
sibl
e tw
o) fo
rim
prov
emen
t ove
r tim
e.F
rom
this
per
spec
tive,
Mic
higa
n ha
s m
oved
clo
ser
toth
e G
oal i
n m
athe
mat
ics.
How
clo
se is
Mic
higa
n to
ach
ievi
ng th
e w
orld
-cla
ss le
vels
of p
erfo
rman
ce in
mat
hem
atic
s an
d sc
ienc
e in
dica
ted
in G
oal 5
?R
esul
ts o
f the
NA
EP
/TIM
SS
linki
ng s
tudy
sug
gest
that
no
stat
e w
ould
like
ly p
lace
firs
t in
the
wor
ld in
mat
hem
atic
s.S
tate
s w
ith th
e hi
ghes
t NA
EP
sco
res
in th
e na
tion
wou
ld b
eex
pect
ed to
trai
l at l
east
six
cou
ntrie
s if
they
wer
e to
take
the
TIM
SS
asse
ssm
ent.
Mic
higa
n w
ould
be
expe
cted
to tr
ail t
en, a
nd p
lace
nea
r th
e to
pof
the
grou
p of
cou
ntrie
s.In
8th
gra
de s
cien
ce, M
ichi
gan
wou
ld b
e ex
pect
ed
29
to p
lace
rig
ht b
ehin
d th
e 14
sta
tes
that
wou
ld b
e ex
pect
ed to
ach
ieve
wor
ld-
clas
s le
vels
of p
erfo
rman
ce.
The
cha
lleng
e be
fore
us
now
is to
incr
ease
mom
entu
mto
acc
eler
ate
stud
ent
acad
emic
pro
gres
s in
mor
e st
ates
, in
mor
e su
bjec
t are
as, i
n m
ore
grad
es, a
ndam
ong
all s
tude
nts.
The
Nat
iona
l Edu
catio
n G
oals
Pan
el w
ill c
ontin
ue to
mon
itor
stat
e pr
ogre
ss a
s ne
w s
tate
-leve
l NA
EP
ass
essm
ents
are
adm
inis
tere
d in
read
ing,
writ
ing,
mat
hem
atic
s, a
nd s
cien
ce b
etw
een
now
and
the
end
of th
ede
cade
, and
in 1
999,
whe
n th
e in
tern
atio
nal T
IMS
S m
athe
mat
ics
and
scie
nce
asse
ssm
ents
are
sch
edul
ed to
be
repe
ated
in a
ppro
xim
atel
y 40
cou
ntrie
s.F
utur
e G
oals
Pan
el r
epor
ts w
ill d
escr
ibe
educ
atio
nal p
rogr
ams
and
polic
ies
impl
emen
ted
by s
tate
s th
at h
ave
mad
e si
gnifi
cant
pro
gres
s in
rai
sing
stu
dent
acad
emic
ach
ieve
men
t.T
his
info
rmat
ion
will
be
avai
labl
e on
the
Goa
ls P
anel
'sW
eb s
ite, w
ww
.neg
p.go
v, a
s pa
rt o
f a s
erie
s of
rep
orts
on
prom
isin
g st
ate
prac
tices
.
The
Nat
iona
l Edu
catio
n G
oals
Pan
el r
emai
ns c
onvi
nced
that
sta
tes
wan
t and
need
goo
d in
form
atio
n th
at w
ill h
elp
them
gau
ge th
e su
cces
s of
thei
red
ucat
ion
impr
ovem
ent e
ffort
s.T
his
docu
men
t sho
ws
thre
e w
ays
in w
hich
NA
EP
and
TIM
SS
dat
a ca
n he
lp s
tate
pol
icym
aker
s m
easu
re th
eir
stat
e's
prog
ress
tow
ard
Goa
ls 3
and
5:
by m
onito
ring
educ
atio
nal p
rogr
ess
over
tim
e;
by b
ench
mar
king
thei
r st
uden
ts' a
cade
mic
per
form
ance
aga
inst
the
best
in th
e na
tion
and
the
best
in th
e w
orld
; and
by m
onito
ring
the
exte
nt to
whi
ch a
ll gr
oups
of s
tude
nts
in th
eir
stat
e ar
e ac
hiev
ing
at h
igh
leve
ls.
The
Goa
ls P
anel
str
ongl
y en
cour
ages
Mic
higa
n an
d al
l oth
er s
tate
s to
con
tinue
part
icip
atin
g in
NA
EP
ass
essm
ents
and
to c
onsi
der
part
icip
atin
g in
the
next
adm
inis
trat
ion
of T
IMS
S, s
o th
at p
olic
ymak
ers
and
the
publ
ic c
an d
eter
min
ew
heth
er e
duca
tiona
l pro
gram
s an
d po
licie
s ar
e pr
oduc
ing
the
desi
red
resu
ltsst
uden
ts w
ho a
re c
ompe
tent
, kno
wle
dgea
ble,
and
cap
able
.
30
Dat
a S
ourc
es
Mat
hem
atic
s
Ree
se, C
.M.,
Mill
er, K
.E.,
Maz
zeo,
J.,
& D
osse
y, J
.A.
(199
7, F
ebru
ary)
.N
AE
P
1996
mat
hem
atic
s re
port
car
d fo
r th
e na
tion
and
the
stat
es.
Was
hing
ton,
DC
:
Nat
iona
l Cen
ter
for
Edu
catio
n S
tatis
tics.
Nat
iona
l Cen
ter
for
Edu
catio
n S
tatis
tics,
199
0 an
d 19
92 N
AE
P m
athe
mat
ics
data
(re
vise
d), O
ctob
er 1
996.
Sci
ence
Bou
rque
, M.L
, Cha
mpa
gne,
A.B
., &
Cris
sman
, S.
(199
7, O
ctob
er).
1996
sci
ence
perf
orm
ance
sta
ndar
ds: A
chie
vem
ent r
esul
ts fo
r th
e na
tion
and
the
stat
es.
Was
hing
ton,
DC
: Nat
iona
l Ass
essm
ent G
over
ning
Boa
rd.
Inte
rnat
iona
l Com
paris
ons
U.S
. Dep
artm
ent o
f Edu
catio
n, N
atio
nal C
ente
r fo
r E
duca
tion
Sta
tistic
s.(1
997)
.
Pur
suin
g ex
celle
nce:
A s
tudy
of U
.S. e
ight
h-gr
ade
mat
hem
atic
s an
d sc
ienc
e
teac
hing
, lea
rnin
g, c
urric
ulum
, and
ach
ieve
men
t in
inte
rnat
iona
l con
text
, NC
ES
97-1
98, W
ashi
ngto
n, D
C:
U.S
. Gov
ernm
ent P
rintin
g O
ffice
.
John
son,
E.G
., &
Sie
gend
orf,
A.
(199
8, M
ay).
Link
ing
the
Nat
iona
l Ass
essm
ent
of E
duca
tiona
l Pro
gres
s an
d th
e T
hird
Inte
rnat
iona
l Mat
hem
atic
s an
d S
cien
ceS
tudy
:E
ight
h gr
ade
resu
lts.
Rep
ort p
repa
red
for
the
U.S
. Dep
artm
ent o
fE
duca
tion,
Nat
iona
l Cen
ter
for
Edu
catio
n S
tatis
tics,
NC
ES
98-
500,
Was
hing
ton,
DC
:U
.S. G
over
nmen
t Prin
ting
Offi
ce.
31
9
Mic
higa
nM
athe
mat
ics
Gra
de 4
1. Im
prov
emen
t Ove
r T
ime
Hav
e M
ichi
gan'
s 4t
h gr
ader
s im
prov
ed in
mat
hem
atic
s ac
hiev
emen
t?
Not
yet
.B
etw
een
1992
and
199
6, th
ere
was
no
sign
ifica
nt c
hang
e in
the
perc
enta
ge o
f pub
lic s
choo
l 4th
gra
ders
who
met
the
Goa
ls P
anel
'spe
rfor
man
ce s
tand
ard
in m
athe
mat
ics.
The
Goa
ls P
anel
has
set
its
perf
orm
ance
sta
ndar
d at
the
two
high
est l
evel
s of
achi
evem
ent
Pro
ficie
nt o
r A
dvan
ced
on th
e N
atio
nal A
sses
smen
t of
Edu
catio
nal P
rogr
ess,
or
NA
EP
.
Per
cent
age
of p
ublic
sch
ool 4
th g
rade
rs a
t or
abov
e P
rofic
ient
on
the
NA
EP
mat
hem
atic
s as
sess
men
t
10
8 6 4 2
v.vu I% I% I% I% ini..
.
18%
230/
cP 5
1990
199
119
92 1
993
1994
199
5 19
96 1
997
1998
199
9 20
00ns
Inte
rpre
t with
cau
tion.
Cha
nge
was
not
sta
tistic
ally
sig
nific
ant.
Mat
hem
atic
s pe
rfor
man
ce w
ill b
e te
sted
aga
in in
200
0.
2. S
tate
Com
paris
ons'
How
did
Mic
higa
n co
mpa
re w
ith o
ther
sta
tes
in 4
th g
rade
mat
hem
atic
sac
hiev
emen
t in
publ
ic s
choo
ls in
199
6?
1 st
ate
had
a si
gnifi
cant
ly h
ighe
r' pe
rcen
tage
of s
tude
nts
who
wer
eat
or
abov
e P
rofic
ient
on
NA
EP
:
Con
nect
icut
31%
25 s
tate
s ha
d si
mila
r' pe
rcen
tage
s of
stu
dent
s w
ho w
ere
at o
r ab
ove
Pro
ficie
nt o
n N
AE
P:
Min
neso
ta29
%C
olor
ado,
Iow
a, M
aryl
and,
Mon
tana
22%
Mai
ne, W
isco
nsin
27%
US
.7 A
lask
a, N
orth
Car
olin
a, O
rego
n,21
%N
ew J
erse
y, T
exas
25%
Was
hing
ton
Indi
ana,
Mas
sach
uset
ts, N
ebra
ska,
Nor
th D
akot
a
24%
Mis
sour
i, N
ew Y
ork,
Pen
nsyl
vani
aV
irgin
ia, W
est V
irgin
ia, W
yom
ing
20%
19%
Mic
higa
n, U
tah,
Ver
mon
t23
%
18 s
tate
s ha
d si
gnifi
cant
ly lo
wer
' per
cent
ages
of s
tude
nts
who
wer
eat
or
abov
e P
rofic
ient
on
NA
EP
:
Rho
de Is
land
, Ten
ness
ee17
%S
outh
Car
olin
a12
%
Del
awar
e, H
awai
i, K
entu
cky
16%
Ala
bam
a, C
alifo
rnia
1 1%
Ariz
ona,
Flo
rida
15%
Loui
sian
a, M
issi
ssip
pi8%
Nev
ada
14%
Dis
tric
t of C
olum
bia
5%
Ark
ansa
s, G
eorg
ia, N
ew M
exic
o13
%G
uam
3%
t The
term
°st
ate"
is u
sed
to r
efer
to th
e 50
sta
tes,
the
Dis
tric
t of C
olum
bia,
and
the
terr
itorie
s.1
See
exp
lana
tion
on p
.3.
Fig
ure
show
n fo
r th
e U
.S. i
nclu
des
both
pub
lic a
nd n
onpu
blic
sch
ool d
ata.
1032
3. S
ubgr
oup
Per
form
ance
Wha
t per
cent
ages
of p
ublic
sch
ool 4
th g
rade
rs in
diff
eren
t sub
grou
ps' i
nM
ichi
gan
wer
e at
or
abov
e P
rofic
ient
on
the
1996
NA
EP
mat
hem
atic
sas
sess
men
t?
.4"
_c co cc
Mal
e
Fem
ale
Am
eric
an In
dian
/Ala
skan
Nat
ive
Asi
an/P
acifi
c Is
land
er2
Bla
ck
His
pani
c
Whi
te
Less
than
hig
h sc
hool
Hig
h sc
hool
gra
duat
e
Som
e ed
ucat
ion
beyo
nd h
igh
scho
ol
Col
lege
gra
duat
e
Cen
tral
city
Urb
an fr
inge
/larg
e to
wn
Rur
al/s
mal
l tow
n
Elig
ible
for
free
/red
uced
-pric
e lu
nch
8 23
Not
elig
ible
for
free
/red
uced
-pric
e lu
nch
0 E
25%
MN
/ 21W
o
11%
I 3%
7%28
%
7% MI 1
6%28
% 32%
13%
8%
28%
24% 30
%
0%20
% 4
0% 6
0% 8
0% 1
00%
1In
terp
ret d
iffer
ence
s be
twee
n su
bgro
ups
with
cau
tion.
See
p.
14.
2 C
hara
cter
istic
s of
the
sam
ple
do n
ot p
erm
it a
relia
ble
estim
ate.
1. Im
prov
emen
t Ove
r T
ime
Hav
e M
ichi
gan'
s 8t
h gr
ader
s im
prov
ed in
mat
hem
atic
s ac
hiev
emen
t?
Yes
.T
he p
erce
ntag
e of
Mic
higa
n's
publ
ic s
choo
l 8th
gra
ders
who
met
the
Goa
ls P
anel
's p
erfo
rman
ce s
tand
ard
in m
athe
mat
ics
incr
ease
d fr
om 1
6% in
1990
, to
28%
in 1
996.
The
Goa
ls P
anel
has
set
its
perf
orm
ance
sta
ndar
d at
the
two
high
est l
evel
s of
achi
evem
ent
Pro
ficie
nt o
r A
dvan
ced
on th
e N
atio
nal A
sses
smen
t of
Edu
catio
nal P
rogr
ess,
or
NA
EP
.
Per
cent
age
of p
ublic
sch
ool 8
th g
rade
rs a
t or
abov
e P
rofic
ient
on
the
NA
EP
mat
hem
atic
s as
sess
men
t
100%
80%
60%
40%
28%
190/
o20
% 1
60/o
III11
1V
o
1990
199
119
92 1
993
1994
199
5 19
96 1
997
1998
199
9 20
00M
athe
mat
ics
perf
orm
ance
will
be
test
ed a
gain
in 2
000.
2. S
tate
Com
paris
ons'
How
did
Mic
higa
n co
mpa
re w
ith o
ther
sta
tes
in 8
th g
rade
mat
hem
atic
sac
hiev
emen
t in
publ
ic s
choo
ls in
199
6?
17 s
tate
s ha
d si
mila
r' pe
rcen
tage
s of
stu
dent
s w
ho w
ere
at o
r ab
ove
Pro
ficie
nt o
n N
AE
P:
Min
neso
taN
orth
Dak
ota
Mon
tana
, Wis
cons
inC
onne
ctic
ut, I
owa,
Mai
ne, N
ebra
ska
Ala
ska
34%
Mic
higa
n, M
assa
chus
etts
330k
Ver
mon
t32
0/o
Ore
gon,
Was
hing
ton
31%
Col
orad
o30
0/0
U.5
.7 In
dian
a, M
aryl
and,
Uta
h
28%
27%
26%
25%
24%
24 s
tate
s ha
d si
gnifi
cant
ly lo
wer
' per
cent
ages
of s
tude
nts
who
wer
eat
or
abov
e P
rofic
ient
on
NA
EP
:
Mis
sour
i, N
ew Y
ork,
Wyo
min
gT
exas
, Virg
inia
Nor
th C
arol
ina,
Rho
de Is
land
Del
awar
eA
rizon
a
Cal
iforn
ia, F
lorid
aG
eorg
ia, H
awai
i, K
entu
cky
Ten
ness
ee
22%
210/
o
20%
19%
18%
17%
16%
15%
New
Mex
ico,
Sou
th C
arol
ina,
Wes
t Virg
inia
Ark
ansa
sA
laba
ma
Loui
sian
a, M
issi
ssip
piG
uam
Dis
tric
t of C
olum
bia
T T
he te
rm "
stat
e"is
use
d to
ref
er to
the
50 s
tate
s, th
e D
istr
ict o
f Col
umbi
a, a
nd th
e te
rrito
ries.
1 S
ee e
xpla
natio
n on
p.
3.
Hgu
re s
how
n fo
r th
e U
.S. i
nclu
des
both
s4 a
nd n
onpu
blic
sch
ool d
ata.
14%
13%
12% 6% 5%
3. S
ubgr
oup
Per
form
ance
Wha
t per
cent
ages
of p
ublic
sch
ool 8
th g
rade
rs in
diff
eren
t sub
grou
ps' i
nM
ichi
gan
wer
e at
or
abov
e P
rofic
ient
on
the
1996
NA
EP
mat
hem
atic
sas
sess
men
t?
4" 2
'2r. > 0
E
Mal
e
Fem
ale
Am
eric
an In
dian
/Ala
skan
Nat
ive2
Asi
an/P
acifi
c Is
land
er2
Bla
ck
His
pani
c
Whi
te
5%
12%
30%
27%
Less
than
hig
h sc
hool
6%
Hig
h sc
hool
gra
duat
e1
5%
Som
e ed
ucat
ion
beyo
nd h
igh
scho
ol
Col
lege
gra
duat
e
Cen
tral
city
Urb
an fr
inge
/larg
e to
wn
Rur
al/s
mal
l tow
n
34%
30% 40
%
20%
32%
30%
Elig
ible
for
free
/red
uced
-pric
e lu
nch
10%
Not
elig
ible
for
free
/red
uced
-pric
e lu
nch 0%
1In
terp
ret d
iffer
ence
s be
twee
n su
bgro
ups
with
cau
tion.
See
p.
14.
2 C
hara
cter
istic
s of
the
sam
ple
do n
ot p
erm
it a
relia
ble
estim
ate.
34%
20%
40%
60%
80%
100
%
3 5
11
Mic
higa
nS
cien
ce G
rade
8
1. Im
prov
emen
t Ove
r T
ime
Hav
e M
ichi
gan'
s 8t
h gr
ader
s im
prov
ed in
sci
ence
ach
ieve
men
t?
In 1
996,
32%
of M
ichi
gan'
s pu
blic
sch
ool 8
th g
rade
rs m
et th
e G
oals
Pan
el's
perf
orm
ance
sta
ndar
d in
sci
ence
.T
he G
oals
Pan
el w
ill r
epor
t whe
ther
sci
ence
perf
orm
ance
has
impr
oved
ove
r tim
e w
hen
scie
nce
is a
sses
sed
agai
n in
200
0.
The
Goa
ls P
anel
has
set
its
perf
orm
ance
sta
ndar
d at
the
two
high
est l
evel
s of
achi
evem
ent
Pro
ficie
nt o
r A
dvan
ced
on th
e N
atio
nal A
sses
smen
t of
Edu
catio
nal P
rogr
ess,
or
NA
EP
.
Per
cent
age
of p
ublic
sch
ool 8
th g
rade
rs a
t or
abov
e P
rofic
ient
on
the
NA
EP
scie
nce
asse
ssm
ent
10 8 6 4 2
I /LI
Iwo
1o/0
10/0
Ro
kw-
32%
1990
199
119
92 1
993
1994
199
5 19
96 1
997
1998
199
9 20
00S
cien
ce p
erfo
rman
ce w
ill b
e te
sted
aga
in in
200
0.
2. S
tate
Com
paris
ons*
How
did
Mic
higa
n co
mpa
re w
ith o
ther
sta
tes
in 8
th g
rade
sci
ence
achi
evem
ent i
n pu
blic
sch
ools
in 1
996?
3. S
ubgr
oup
Per
form
ance
Wha
t per
cent
ages
of p
ublic
sch
ool 8
th g
rade
rsM
ichi
gan
wer
e at
or
abov
e P
rofic
ient
on
asse
ssm
ent?
Mal
e
Fem
ale
Am
eric
an In
dian
/Ala
skan
Nat
iye2
07.1
Asi
an/P
acifi
c Is
land
er2
Bla
ck
His
pani
cco CC
Whi
te
io 0JLe
ss th
an h
igh
scho
olco
a) _cH
igh
scho
ol g
radu
ate
.,_,
4-S
ome
educ
atio
n be
yond
hig
h sc
hool
c o
01C
olle
ge g
radu
ate
CO
"T
.)
Cen
tral
city
O.0
2U
rban
frin
ge/la
rge
tow
nC
J 0
Rur
al/s
mal
l tow
n
LU
=E
ligib
le fo
r fr
ee/r
educ
ed-p
rice
lunc
hIM
MI
GJ >
t,N
ot e
ligib
le fo
r fr
ee/r
educ
ed-p
rice
lunc
hO
E0%
1In
terp
ret d
iffer
ence
s be
twee
n su
bgro
ups
with
cau
tion.
See
p.
2 C
hara
cter
istic
s of
the
sam
ple
do n
ot p
erm
it a
relia
ble
estim
ate.
" N
o sc
hool
loca
tion
data
for
scie
nce
in 1
996.
in d
iffer
ent s
ubgr
oups
' in
the
1996
NA
EP
sci
ence
36%
29%
6%
14%
39%
NM
I 12%
I 21%
35% 42
%
17%
38%
3 st
ates
had
sig
nific
antly
hig
her'
perc
enta
ges
of s
tude
nts
who
wer
eat
or
abov
e P
rofic
ient
on
NA
EP
:
Mai
ne, M
onta
na, N
orth
Dak
ota
4 1
0/0
17 s
tate
s ha
d si
mila
r' pe
rcen
tage
s of
stu
dent
s w
ho w
ere
at o
r ab
ove
Pro
ficie
nt o
n N
AE
P:
Wis
cons
in39
%A
lask
a
Mas
sach
uset
ts, M
inne
sota
370/
0In
dian
a
Con
nect
icut
, Iow
a36
%U
S!
Neb
rask
a35
0/0
Mis
sour
iV
erm
ont,
Wyo
min
g34
0/o
New
Yor
k, V
irgin
ia, W
ashi
ngto
nM
ichi
gan,
Col
orad
o, O
rego
n, U
tah
32%
31%
30%
29%
2 8%
27%
21 s
tate
s ha
d si
gnifi
cant
ly lo
wer
' per
cent
ages
of s
tude
nts
who
wer
eat
or
abov
e P
rofic
ient
on
NA
EP
:
Rho
de Is
land
260/
0N
ew M
exic
oM
aryl
and
25%
Ala
bam
aN
orth
Car
olin
a24
%S
outh
Car
olin
aA
rizon
a, K
entu
cky,
Tex
as2
3%H
awai
i
Ark
ansa
s, T
enne
ssee
220/
0Lo
uisi
ana
Del
awar
e, F
lorid
a, G
eorg
ia,
2 1%
Mis
siss
ippi
Wes
t Virg
inia
Gua
m
Cal
iforn
ia20
%D
istr
ict o
f Col
umbi
a
+ T
he te
rm °
stat
e" is
use
d to
ref
er to
the
50 s
tate
s, th
e D
istr
ict o
f Col
umbi
a, a
nd th
e te
rrito
ries.
1S
ee e
xpla
natio
n on
p. 3
.F
igur
e sh
own
for
the
U.S
. inc
lude
s bo
th p
ublic
and
non
publ
ic s
choo
l dat
a.
1 9%
1 8%
1 7%
150
/o
13%
12% 71
3/0
5o/o
20%
40%
60%
14.
80%
100%
1236
Inte
rnat
iona
l Com
paris
ons
Mat
hem
atic
s G
rade
8F
orty
-one
nat
ions
' par
ticip
ated
in th
e T
hird
Inte
rnat
iona
l Mat
hem
atic
s an
dS
cien
ce S
tudy
(T
IMS
S)
in 8
th g
rade
mat
hem
atic
s in
199
5.If
publ
ic s
choo
l8t
h gr
ader
s in
Mic
higa
n pa
rtic
ipat
ed in
the
TIM
SS
mat
hem
atic
s as
sess
men
t,ho
w w
ould
thei
r av
erag
e pe
rfor
man
ce c
ompa
re to
that
of s
tude
nts
who
took
TIM
SS
in th
ese
natio
ns?
10 n
atio
ns*
wou
ld b
e ex
pect
ed to
per
form
sig
nific
antly
hig
her:
'
(Aus
tria
)B
elgi
um -
Fle
mis
h'C
zech
Rep
ublic
Hon
g K
ong
Japa
n
Kor
ea
Sin
gapo
reS
lova
k R
epub
lic(S
love
nia)
(Sw
itzer
land
)
21 n
atio
ns' w
ould
be
expe
cted
to p
erfo
rm s
imila
rly:'
(Aus
tral
ia)
(Bel
gium
- F
renc
h)2
(Bul
garia
)C
anad
a
(Den
mar
k)
(Eng
land
)
Fra
nce
(Ger
man
y)H
unga
ryIc
elan
d
Irel
and
(Isr
ael)
(Lat
via
LSS
)3
Mic
higa
n(N
ethe
rland
s)N
ew Z
eala
ndN
orw
ayR
ussi
an F
eder
atio
n(S
cotla
nd)
Sw
eden
(Tha
iland
)
Uni
ted
Sta
tes
10 n
atio
ns' w
ould
be
expe
cted
to p
erfo
rm s
igni
fican
tly lo
wer
:'
(Col
ombi
a)C
ypru
s(G
reec
e)
Iran
, Isl
amic
Rep
ublic
(Kuw
ait)
(Lith
uani
a)P
ortu
gal
(Rom
ania
)(S
outh
Afr
ica)
Spa
in
t The
term
"na
tion"
is u
sed
to r
efer
to n
atio
ns, s
tate
s, o
r ju
risdi
ctio
ns.
Per
form
ance
for
natio
ns is
bas
ed o
npu
blic
sch
ool d
ata
only
.N
atio
ns n
ot m
eetin
g in
tern
atio
nal g
uide
lines
are
sho
wn
in p
aren
thes
es.
1 S
ee e
xpla
natio
n on
p. 3
.2
The
Fle
mis
h an
d F
renc
h ed
ucat
iona
l sys
tem
s in
Bel
gium
par
ticip
ated
sep
arat
ely.
3 La
tvia
is d
esig
nate
d LS
S b
ecau
se o
nly
Latv
ian-
spea
king
sch
ools
wer
e te
sted
, whi
ch r
epre
sent
less
than
65%
of
the
popu
latio
n.
38
Mic
higa
nS
cien
ce G
rade
8F
orty
-one
nat
ions
' par
ticip
ated
in th
e T
hird
Inte
rnat
iona
l Mat
hem
atic
s an
dS
cien
ce S
tudy
(T
IMS
S)
in 8
th g
rade
sci
ence
in 1
995.
If pu
blic
sch
ool 8
thgr
ader
s in
Mic
higa
n pa
rtic
ipat
ed in
the
TIM
SS
sci
ence
ass
essm
ent,
how
wou
ld th
eir
aver
age
perf
orm
ance
com
pare
to th
at o
f stu
dent
s w
ho to
okT
IMS
S in
thes
e na
tions
?
2 na
tions
* w
ould
be
expe
cted
to p
erfo
rm s
igni
fican
tly h
ighe
r:'
Cze
ch R
epub
licS
inga
pore
23 n
atio
ns' w
ould
be
expe
cted
to p
erfo
rm s
imila
rly:'
(Aus
tral
ia)
(Aus
tria
)B
elgi
umF
lem
ish2
(Bul
garia
)
Can
ada
(Eng
land
)
(Ger
man
y)H
ong
Kon
gH
unga
ryIr
elan
d(I
srae
l)
Japa
n
Kor
ea
Mic
higa
n(N
ethe
rland
s)N
ew Z
eala
ndN
orw
ayR
ussi
an F
eder
atio
nS
lova
k R
epub
lic(S
love
nia)
Sw
eden
(Sw
itzer
land
)(T
haila
nd)
Uni
ted
Sta
tes
16 n
atio
ns' w
ould
be
expe
cted
to p
erfo
rm s
igni
fican
tly lo
wer
:'
(Bel
gium
Fre
nch)
2
(Col
ombi
a)
Cyp
rus
(Den
mar
k)F
ranc
e
(Gre
ece)
Icel
and
Iran
, Isl
amic
Rep
ublic
(Kuw
ait)
(Lat
via
LSS
)3
(Lith
uani
a)P
ortu
gal
(Rom
ania
)(S
cotla
nd)
(Sou
th A
fric
a)S
pain
+ T
he te
rm "
natio
n" is
use
d to
ref
er to
nat
ions
, sta
tes,
or
juris
dict
ions
.P
erfo
rman
ce fo
r na
tions
is b
ased
on
publ
ic s
choo
l dat
a on
ly.
Nat
ions
not
mee
ting
inte
rnat
iona
l gui
delin
es a
re s
how
n in
par
enth
eses
.1
See
exp
lana
tion
on p
. 3.
2 T
he F
lem
ish
and
Fre
nch
educ
atio
nal s
yste
ms
in B
elgi
um p
artic
ipat
ed s
epar
atel
y.
3 La
tvia
is d
esig
nate
d LS
S b
ecau
se o
nly
Latv
ian-
spea
king
sch
ools
wer
e te
sted
, whi
ch r
epre
sent
less
than
65%
of
the
popu
latio
n.
3913
Mic
higa
nT
his
page
of t
he r
epor
t pro
vide
s ad
ditio
nal i
nfor
mat
ion
abou
t the
stu
dent
subg
roup
s in
Mic
higa
n pr
ofile
d in
Par
t 3 o
n th
e st
ate
page
s.P
art 3
sho
ws
the
perc
enta
ges
of p
ublic
sch
ool s
tude
nts
in d
iffer
ent s
ubgr
oups
who
met
the
Goa
ls P
anel
's p
erfo
rman
ce s
tand
ard
(tha
t is,
a s
core
at o
r ab
ove
the
Pro
ficie
ntle
vel)
on th
e m
ost r
ecen
t NA
EP
mat
hem
atic
s an
d sc
ienc
e as
sess
men
ts.
Res
ults
are
pres
ente
d by
sex
, rac
e/et
hnic
ity, p
aren
ts' h
ighe
st le
vel o
f edu
catio
n, s
choo
llo
catio
n, a
nd e
ligib
ility
for
free
/red
uced
-pric
e lu
nch
prog
ram
s.
Pai
rs o
f sub
grou
ps a
re li
sted
onl
y if
the
perc
enta
ge o
f stu
dent
s in
one
gro
upw
ho s
core
d at
or
abov
e P
rofic
ient
was
sig
nific
antly
hig
her
than
that
of
stud
ents
in a
sec
ond
grou
p.(S
ee e
xpla
natio
n of
sta
tistic
al s
igni
fican
ce o
n
p. 3
.)T
his
is s
hort
ened
to r
ead,
for
exam
ple,
mal
es o
utpe
rfor
med
fem
ales
.If
a pa
rtic
ular
pai
r of
sub
grou
ps is
not
sho
wn,
eith
er th
e di
ffere
nces
bet
wee
nth
em w
ere
not s
tatis
tical
ly s
igni
fican
t, or
sam
ple
size
s w
ere
too
smal
l to
perm
it re
liabl
e es
timat
es.
The
rea
der
is c
autio
ned
to a
void
inte
rpre
ting
thes
esu
bgro
up d
iffer
ence
s as
cau
sal r
elat
ions
hips
.
Mat
hem
atic
s, G
rade
419
96
Whi
tes
outp
erfo
rmed
Am
eric
an In
dian
s/A
lask
an N
ativ
es, B
lack
s,
and
His
pani
cs.
Stu
dent
s w
hose
par
ents
(a)
com
plet
ed h
igh
scho
ol, (
b) h
ad s
ome
educ
atio
n be
yond
hig
h sc
hool
, or
(c)
com
plet
ed c
olle
geou
tper
form
ed s
tude
nts
who
se p
aren
ts d
id n
ot c
ompl
ete
high
scho
ol.
Stu
dent
s in
urb
an fr
inge
s/la
rge
tow
ns a
nd in
rur
al a
reas
/sm
all
tow
ns o
utpe
rfor
med
stu
dent
s in
cen
tral
citi
es.
Stu
dent
s w
ho w
ere
not e
ligib
le fo
r th
e fr
ee/r
educ
ed-p
rice
scho
ollu
nch
prog
ram
out
perf
orm
ed s
tude
nts
who
wer
e el
igib
le.
4 0
14
Sta
tistic
ally
Sig
nific
ant D
iffer
ence
s in
Sub
grou
p P
erfo
rman
ce o
n N
AE
P
Mat
hem
atic
s, G
rade
819
96
Whi
tes
outp
erfo
rmed
Bla
cks
and
His
pani
cs.
Stu
dent
s w
hose
par
ents
(a)
com
plet
ed h
igh
scho
ol, (
b) h
ad s
ome
educ
atio
n be
yond
hig
h sc
hool
, or
(c)
com
plet
ed c
olle
geou
tper
form
ed s
tude
nts
who
se p
aren
ts d
id n
ot c
ompl
ete
high
scho
ol.
Stu
dent
s in
urb
an fr
inge
s/la
rge
tow
ns a
nd in
rur
al a
reas
/sm
all
tow
ns o
utpe
rfor
med
stu
dent
s in
cen
tral
citi
es.
Stu
dent
s w
ho w
ere
not e
ligib
le fo
r th
e fr
ee/r
educ
ed-p
rice
scho
ollu
nch
prog
ram
out
perf
orm
ed s
tude
nts
who
wer
e el
igib
le.
Sci
ence
, Gra
de 8
1996
Mal
es o
utpe
rfor
med
fem
ales
.
Whi
tes
outp
erfo
rmed
Bla
cks
and
His
pani
cs.
Stu
dent
s w
hose
par
ents
(a)
com
plet
ed h
igh
scho
ol, (
b) h
ad s
ome
educ
atio
n be
yond
hig
h sc
hool
, or
(c)
com
plet
ed c
olle
geou
tper
form
ed s
tude
nts
who
se p
aren
ts d
id n
ot c
ompl
ete
high
scho
ol.
Stu
dent
s w
ho w
ere
not e
ligib
le fo
r th
e fr
ee/r
educ
ed-p
rice
scho
ollu
nch
prog
ram
out
perf
orm
ed s
tude
nts
who
wer
e el
igib
le.
41
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent i
n W
est V
irgin
ia, 1
998,
was
des
igne
d an
d
writ
ten
by C
ynth
ia P
rince
.T
his
stat
e re
port
is a
con
dens
ed v
ersi
on o
fM
athe
mat
ics
and
Sci
ence
Ach
ieve
men
t Sta
te b
y S
tate
, 199
8.T
hese
rep
orts
wer
e
prod
uced
with
the
assi
stan
ce o
f Bab
ette
Gut
man
n, J
enni
fer
Ham
ilton
, Ric
hard
Val
liant
, and
Ann
Web
ber
of W
esta
t, w
ho s
uppl
ied
inva
luab
le te
chni
cal
assi
stan
ce a
nd s
tatis
tical
sup
port
ser
vice
s.M
icha
el W
alke
r of
Wes
tat
cont
ribut
ed e
xper
tise
in g
raph
ic d
esig
n, la
yout
, and
rep
ort p
rodu
ctio
n.S
cott
Mill
er o
f Edi
toria
l Exp
erts
, Inc
., pr
ovid
ed e
dito
rial s
uppo
rt.
Add
ition
al a
ssis
tanc
e
with
Wes
t Virg
inia
's r
epor
t was
pro
vide
d by
Dav
id Ic
e, O
ffice
of t
he G
over
nor
of W
est V
irgin
ia, a
nd C
hris
toph
er H
arrin
gton
and
Em
ily W
urtz
of t
he N
atio
nal
Edu
catio
n G
oals
Pan
el.
Man
y th
anks
are
due
to L
eslie
Law
renc
e an
d E
mily
Wur
tz o
f the
Nat
iona
l Edu
catio
n G
oals
Pan
el; P
eggy
Car
r an
d G
ary
Phi
llips
of
the
U.S
. Dep
artm
ent o
f Edu
catio
n; a
nd th
e m
embe
rs o
f the
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l Edu
catio
nG
oals
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king
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fts o
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epor
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Spe
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o to
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vidu
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liste
d be
low
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iste
d w
ith r
epor
tpr
oduc
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and
data
acq
uisi
tion.
Rep
ort P
rodu
ctio
n
Julie
Daf
t, W
esta
tB
abet
te G
utm
ann,
Wes
tat
Jenn
ifer
Ham
ilton
, Wes
tat
Sco
tt M
iller
, Edi
toria
l Exp
erts
, Inc
.D
an T
roy,
Wes
tat
Ric
hard
Val
liant
, Wes
tat
Mic
hael
Wal
ker,
Wes
tat
Dat
a A
cqui
sitio
n
Mar
y Ly
n B
ourq
ue, N
atio
nal A
sses
smen
t Gov
erni
ng B
oard
Dav
id F
reun
d, E
duca
tiona
l Tes
ting
Ser
vice
Ste
ve G
orm
an, U
.S. D
epar
tmen
t of E
duca
tion
John
Maz
zeo,
Edu
catio
nal T
estin
g S
ervi
ce
Gar
y S
hagg
s, N
atio
nal A
sses
smen
t Gov
erni
ng B
oard
She
ida
Whi
te, U
.S. D
epar
tmen
t of E
duca
tion
4 2
Nat
iona
l Edu
catio
n G
oals
Pan
el S
taff
Ken
Nel
son
Exe
cutiv
e D
irect
or
PR
OG
RA
M S
TA
FF
John
W. B
arth
Sen
ior
Edu
catio
n A
ssoc
iate
Chr
isto
pher
R. H
arrin
gton
Edu
catio
n A
ssoc
iate
Lesl
ie A
. Law
renc
e
Sen
ior
Edu
catio
n A
ssoc
iate
Cyn
thia
D. P
rince
Ass
ocia
te D
irect
or fo
r A
naly
sis
and
Rep
ortin
g
Em
ily 0
. Wur
tzS
enio
r E
duca
tion
Ass
ocia
te
AD
MIN
IST
RA
TIV
E S
TA
FF
Cyn
thia
M. D
ixon
Pro
gram
Ass
ista
nt
John
Mas
aitis
Exe
cutiv
e O
ffice
r
She
rry
Pric
e
Sec
reta
ry
4 3
1 5
Res
pons
e C
ard
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent i
n M
ichi
gan,
199
8
The
Nat
iona
l Edu
catio
n G
oals
Pan
el v
alue
s yo
ur fe
edba
ck o
n M
athe
mat
ics
and
Sci
ence
Ach
ieve
men
tin
Mic
higa
n, 1
998.
Ple
ase
take
a fe
w m
omen
ts to
fill
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nd r
etur
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uest
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aire
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hing
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2003
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ON
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X (
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-095
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v
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Fax
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Ple
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Com
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2.H
ow w
ell h
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port
ser
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that
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pose
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art 3
Sub
grou
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erfo
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Ver
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Wel
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oorly
Ver
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oorly
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34
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ll, c
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duca
tor
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ines
s or
Com
mun
ity L
eade
r /
Fed
eral
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te, o
r Lo
cal P
olic
ymak
er /
Con
cern
ed C
itize
n
1.F
or w
hat p
urpo
se d
o yo
u us
e th
is r
epor
t?
4 5
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent i
n M
ichi
gan,
199
8
5. P
leas
e ch
eck
if yo
u w
ould
like
to o
btai
n fr
ee c
opie
s of
the
follo
win
g:H
ow m
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Res
pons
e C
ard
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent S
tate
by
Sta
te, 1
998
1997
Nat
iona
l Edu
catio
n G
oals
Rep
ort
1997
Sum
mar
y: M
athe
mat
ics
and
Sci
ence
Ach
ieve
men
t for
the
21st
Cen
tury
1996
Nat
iona
l Edu
catio
n G
oals
Rep
ort
1996
Exe
cutiv
e S
umm
ary:
Com
mon
ly A
sked
Que
stio
ns A
bout
Sta
ndar
dsan
d A
sses
smen
ts
1995
Nat
iona
l Edu
catio
n G
oals
Rep
ort
1995
Exe
cutiv
e S
umm
ary:
Impr
ovin
g E
duca
tion
Thr
ough
Fam
ily-S
choo
l-Com
mun
ityP
artn
ersh
ips
Prin
cipl
es a
nd R
ecom
men
datio
ns fo
r E
arly
Chi
ldho
od A
sses
smen
ts, 1
998
Rea
dy S
choo
ls, 1
998
Get
ting
a G
ood
Sta
rt in
Sch
ool,
1997
Spe
cial
Ear
ly C
hild
hood
Rep
ort,
1997
Impl
emen
ting
Aca
dem
ic S
tand
ards
: Pap
ers
Com
mis
sion
ed b
y th
e N
atio
nal E
duca
tion
Goa
ls P
anel
, 199
7
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eet,
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te 5
02
Was
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ton,
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200
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