Factors affecting student learning outcomes: A schoollevel analysis of the 1990 NAEP mathematics trial state assessment.  Page 82 
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to i INSVC INSVCM6H j at least 6 i hours Time spent on inservice educ in math (last year) i ji 30 EDLEVEL DEGMBACH  yes What is the highest academic degree you hold l 31 COURSE CRSALG i 1 or more Courses taken in college algebra,trig,elem func i j: 32 COURSE CRSNO ! 1 or more Courses taken in number systems and numeration ! 33 COURSE CRSGEO 1 or more Courses taken in geometry i 34 COURSE CRSSTAT  1 or more Courses taken in probability/statistics i 35 COURSE CRSCALC I 1 or more Courses taken in calculus j. 36 INTIME INTIME at least 4 ! hours Time spent on math instruction per week j (hours) j ! 37 TEXT TEXT5W five days per i week How often students do math problems from textbook 38 WKSHT WKSHM1W more than once / week How often students do math problems on worksheets 39 SMGR SMGRM1W at least once per week How often do students work in small groups 40 MANIP MANPM1W at least once per week How often do students use rulers,blocks, or shapes j '41 PROJ PROJECT at least once How often students write reports or do projects i 42 BASIC HENO heavy How much emphasis given to whole number j operations 43 BASIC HEFR heavy How much emphasis given to common fractions 44 BASIC HEDEC _____ ____ heavy How much emphasis given to decimal fractions j 45 BASIC HERAT heavy How much emphasis given to ratio or proportion 46 BASIC HEPCT heavy How much emphasis given to percents ; 47 1BASIC HEMEAS heavy How much emphasis given to measurement 48 HIGH HEGEOM heavy How much emphasis given to geometry 49 HIGH HEGRPH heavy How much emphasis given to tables and graphs j 1 50 j HIGH HESTAT heavy How much emphasis given to probability or statistics 51 HIGH HEALG heavy How much emphasis given to algebra 52 BASIC HEFACT heavy How much emphasis given to math facts/concepts j 53 HIGH HEPROB heavy How much emphasis on skills to solve problems \ HIGH HERESN heavy How much emphasis reasoning/analytic ability j 55  HIGH HECOMC heavy How much emphasison communication of ideas After percentages for all of these 55 items from the student files were calculated and assigned as new data values for the variables, along with the mean scores, they were merged with the school data, shown in Figure 8, using the school code to create the state data file. After 37 state data files were
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Title  Factors affecting student learning outcomes: A schoollevel analysis of the 1990 NAEP mathematics trial state assessment.  Page 82 
Repository email  cisadmin@lib.usc.edu 
Full text  to i INSVC INSVCM6H j at least 6 i hours Time spent on inservice educ in math (last year) i ji 30 EDLEVEL DEGMBACH  yes What is the highest academic degree you hold l 31 COURSE CRSALG i 1 or more Courses taken in college algebra,trig,elem func i j: 32 COURSE CRSNO ! 1 or more Courses taken in number systems and numeration ! 33 COURSE CRSGEO 1 or more Courses taken in geometry i 34 COURSE CRSSTAT  1 or more Courses taken in probability/statistics i 35 COURSE CRSCALC I 1 or more Courses taken in calculus j. 36 INTIME INTIME at least 4 ! hours Time spent on math instruction per week j (hours) j ! 37 TEXT TEXT5W five days per i week How often students do math problems from textbook 38 WKSHT WKSHM1W more than once / week How often students do math problems on worksheets 39 SMGR SMGRM1W at least once per week How often do students work in small groups 40 MANIP MANPM1W at least once per week How often do students use rulers,blocks, or shapes j '41 PROJ PROJECT at least once How often students write reports or do projects i 42 BASIC HENO heavy How much emphasis given to whole number j operations 43 BASIC HEFR heavy How much emphasis given to common fractions 44 BASIC HEDEC _____ ____ heavy How much emphasis given to decimal fractions j 45 BASIC HERAT heavy How much emphasis given to ratio or proportion 46 BASIC HEPCT heavy How much emphasis given to percents ; 47 1BASIC HEMEAS heavy How much emphasis given to measurement 48 HIGH HEGEOM heavy How much emphasis given to geometry 49 HIGH HEGRPH heavy How much emphasis given to tables and graphs j 1 50 j HIGH HESTAT heavy How much emphasis given to probability or statistics 51 HIGH HEALG heavy How much emphasis given to algebra 52 BASIC HEFACT heavy How much emphasis given to math facts/concepts j 53 HIGH HEPROB heavy How much emphasis on skills to solve problems \ HIGH HERESN heavy How much emphasis reasoning/analytic ability j 55  HIGH HECOMC heavy How much emphasison communication of ideas After percentages for all of these 55 items from the student files were calculated and assigned as new data values for the variables, along with the mean scores, they were merged with the school data, shown in Figure 8, using the school code to create the state data file. After 37 state data files were 