document resume ed 424 121 mathematics and science ... · representative g. spencer coggs,...
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TITLEINSTITUTIONPUB DATENOTEAVAILABLE FROM
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IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
SE 061 902
Mathematics and Science Achievement in Wisconsin, 1998.National Education Goals Panel (ED), Washington, DC.1998-00-0050p.
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*National Education goals 1990; State Mathematics Assessment(NAEP); State Science Assessment (NAEP); *Wisconsin
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 placed on mathematics and science achievements inWisconsin. It is concluded that the majority of states participating inNational Assessment of Educational Progress (NAEP) assessments have madeprogress toward Goal 3 in mathematics. (ASK)
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A
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
DU
CA
TIO
NA
L R
ES
OU
RC
ES
INF
OR
MA
TIO
NC
EN
TE
R (
ER
IC)
p.jis
doc
umen
t has
bee
n re
prod
uced
as
rece
ived
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it.
0 M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
.
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.
II 40 4
0
Goa
l 3: S
tude
nt A
chie
vem
ent a
nd C
itize
nshi
p
13T
CO
TT
A71
., 71
.P14
:cLi
E-T
rilc
2
4etr
11%
11%
6
Goa
l 5: M
athe
mat
ics
and
Sci
ence
The
Nat
iona
l Edu
catio
n G
oals
Pan
el2
3
Mat
hem
atic
s an
d
Sci
ence
Ach
ieve
men
t in
Wis
cons
in, 1
998
Goa
l 3: S
tude
nt A
chie
vem
ent a
nd C
itize
nshi
p
E'ri
vic2
te*r
S.
Goa
l 5: M
athe
mat
ics
and
Sci
ence
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
199
4, th
e G
oals
Pan
el b
ecam
e a
fully
inde
pend
ent f
eder
alag
ency
cha
rged
with
mon
itorin
g an
d sp
eedi
ng p
rogr
ess
tow
ard
the
eigh
tN
atio
nal E
duca
tion
Goa
ls.
Und
er th
e le
gisl
atio
n, th
e P
anel
is c
harg
ed w
ith a
varie
ty o
f res
pons
ibili
ties
to s
uppo
rt s
yste
mw
ide
refo
rm, i
nclu
ding
:
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
@go
allin
e.or
g
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 W
isco
nsin
, 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 W
. 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
rsR
epre
sent
ativ
e G
. Spe
ncer
Cog
gs, W
isco
nsin
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
ii6
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
28
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
ill
leav
e gr
ades
4, 8
, and
12
havi
ngde
mon
stra
ted
com
pete
ncy
over
chal
leng
ing
subj
ect m
atte
r in
clud
ing
Eng
lish,
mat
hem
atic
s, s
cien
ce, f
orei
gnla
ngua
ges,
civ
ics
and
gove
rnm
ent,
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
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
d
dem
onst
rate
goo
d ci
tizen
ship
, goo
d he
alth
, com
mun
ity s
ervi
ce,
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.
8
be
Goa
l 3 a
nd G
oal 5
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
eac
hiev
emen
t.
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
,
espe
cial
ly in
the
early
gra
des.
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
.
9
For
ewor
dA
Spe
cial
Mes
sage
to th
e C
itize
ns o
f Wis
cons
in fr
om G
over
nor
Tom
my
G. T
hom
pson
As
Gov
erno
r, n
othi
ng is
mor
e im
port
ant t
o m
e th
an th
e ed
ucat
ion
of o
urch
ildre
n. W
isco
nsin
's g
reat
est a
sset
has
alw
ays
been
its
educ
ated
and
mot
ivat
ed w
orkf
orce
, so
it ha
s be
en a
n ho
nor
to s
erve
as
a m
embe
r of
the
Nat
iona
l Edu
catio
n G
oals
Pan
el d
urin
g th
e pa
st y
ear.
Par
ents
and
citi
zens
of W
isco
nsin
nee
d to
kno
w h
ow w
ell o
ur s
tude
nts
are
perf
orm
ing,
ben
chm
arke
d ag
ains
t the
bes
t.T
his
repo
rt fr
om th
e N
atio
nal
Edu
catio
n G
oals
Pan
el, M
athe
mat
ics
and
Sci
ence
Ach
ieve
men
t in
Wis
cons
in, 1
998,
offe
rs u
s th
at in
form
atio
n. It
sho
ws
that
Wis
cons
in's
stu
dent
s ar
e in
the
fron
t row
of th
e na
tion'
s cl
assr
oom
s in
mat
han
d in
sci
ence
, the
y're
sim
ply
wor
ld-c
lass
.I'm
esp
ecia
lly p
roud
of o
ur im
prov
emen
t in
mat
h si
nce
1990
.
Tak
en a
s a
who
le, n
o st
ate
had
a si
gnifi
cant
ly h
ighe
r pe
rcen
tage
of
thei
r st
uden
ts r
ated
Pro
ficie
nt o
r be
tter
in 4
th g
rade
mat
hem
atic
s,8t
h gr
ade
mat
hem
atic
s, o
r 8t
h gr
ade
scie
nce
than
Wis
cons
in.
In s
cien
ce, o
nly
one
natio
n in
the
wor
ldS
inga
pore
wou
ld b
eex
pect
ed to
out
perf
orm
Wis
cons
in's
8th
gra
ders
. In
mat
hem
atic
s,on
ly s
ix o
f 41
natio
ns w
ould
be
expe
cted
to o
utpe
rfor
m W
isco
nsin
's8t
h gr
ader
s.
In th
e ar
eas
exam
ined
by
this
rep
ort
8th
grad
e sc
ienc
e, a
nd 4
than
d 8t
h gr
ade
mat
hem
atic
sW
isco
nsin
is c
onsi
sten
tly a
mon
g th
eto
p st
ates
, and
stu
dent
per
form
ance
is m
easu
rabl
y be
tter
than
inth
e na
tion
as a
who
le.
Wis
cons
in w
as o
ne o
f 14
stat
es a
war
ded
a go
ld s
tar
for
wor
ld-
clas
s pe
rfor
man
ce in
8th
gra
de s
cien
ce a
chie
vem
ent,
and
one
of 2
8st
ates
aw
arde
d a
gold
sta
r fo
r im
prov
emen
t in
mat
hem
atic
s. In
1996
, the
mos
t rec
ent y
ear
for
whi
ch d
ata
are
avai
labl
e, 3
20/o
of
Wis
cons
in's
8th
gra
de s
tude
nts
scor
ed a
t the
two
high
est l
evel
s of
achi
evem
ent i
n m
ath
(Pro
ficie
nt o
r A
dvan
ced)
on
the
Nat
iona
lA
sses
smen
t of E
duca
tiona
l Pro
gres
s (N
AE
P).
Tha
t's a
big
impr
ovem
ent o
ver
1990
, whe
n on
ly 2
3% d
id.
Alth
ough
49
stat
es, i
nclu
ding
Wis
cons
in, h
ave
set a
cade
mic
ben
chm
arks
for
thei
rst
uden
ts, t
he N
atio
nal A
sses
smen
t of E
duca
tiona
l Pro
gres
s al
low
s al
l sta
tes
toco
mpa
re w
heth
er th
eir
own
stan
dard
s ar
e su
ffici
ently
cha
lleng
ing.
By
the
evid
ence
of th
is fi
rst r
epor
t, W
isco
nsin
's a
re. T
he w
ork
of th
e N
atio
nal E
duca
tion
Goa
lsP
anel
pro
vide
s a
yard
stic
k fo
r W
isco
nsin
to m
easu
re it
self
agai
nst A
car
eful
read
ing
of th
e fu
ll re
port
will
hel
p al
l stu
dent
s m
ove
ahea
d.
I am
pro
ud o
f Wis
cons
in's
stu
dent
s, th
eir
pare
nts,
and
thei
r sc
hool
s. B
ut w
e m
ust
cont
inue
to r
un th
e ed
ucat
iona
l mar
atho
n or
fall
behi
nd. T
hese
rec
ent e
duca
tiona
lin
nova
tions
are
des
igne
d to
kee
p W
isco
nsin
stu
dent
s at
the
head
of t
he c
lass
:
We
have
end
ed "
soci
al p
rom
otio
n."
We
are
requ
iring
sch
ool d
istr
icts
to s
et a
cade
mic
sta
ndar
ds th
at 4
th a
nd 8
th g
rade
rs m
ust m
eet
befo
re th
ey c
an a
dvan
ce to
the
next
gra
de.
iv10
We
are
enco
urag
ing
teac
hers
to b
ette
r th
emse
lves
con
tinua
llyth
roug
h a
teac
her
peer
rev
iew
and
men
torin
g pr
ogra
m.
A $
4,50
0 in
cent
ive
awai
ts e
very
teac
her
who
ach
ieve
s ce
rtifi
catio
nby
the
Nat
iona
l Boa
rd fo
r P
rofe
ssio
nal T
each
ing
Sta
ndar
ds.
The
Min
ority
Tea
cher
Loa
n pr
ogra
m w
ill a
ttrac
t mor
e m
inor
ityte
ache
rs to
the
Milw
auke
e P
ublic
Sch
ools
.
As
Wis
cons
in e
nter
s th
e ne
w m
illen
nium
, our
sch
ools
, lib
rarie
s, te
chni
cal c
olle
ges,
colle
ges,
and
uni
vers
ities
are
bei
ng w
ired
to th
e In
tern
et D
urin
g th
e 19
97-9
9bi
enni
um, t
he "
TE
AC
H W
isco
nsin
" pr
ogra
m is
pro
vidi
ng m
ore
than
$20
0 m
illio
n to
acce
lera
te th
e us
e of
tech
nolo
gy in
K-1
2 sc
hool
s, p
ublic
and
priv
ate,
acr
oss
the
stat
e.
Wis
cons
in's
que
st fo
r ed
ucat
iona
l exc
elle
nce
begi
ns in
the
nurs
ery.
To
enco
urag
ego
od r
eadi
ng h
abits
, we
are
send
ing
the
fam
ily o
f eve
ry n
ewbo
rn c
hild
a G
olde
nB
ook
(prin
ted
right
her
e in
Wis
cons
in)
thro
ugh
the
"Wis
cons
in F
irst B
ook"
pro
gram
.In
Wis
cons
in, t
he r
ace
to th
e ed
ucat
iona
l top
beg
ins
at b
irth.
As
Wis
cons
in o
bser
ves
its 1
50th
birt
hday
this
yea
r, it
is a
ppro
pria
te to
not
e w
here
we
have
com
e fr
om a
nd w
here
we
are
goin
g. W
isco
nsin
has
alw
ays
valu
eded
ucat
ion.
We
are
the
stat
e th
at in
vent
ed k
inde
rgar
ten,
in 1
856.
The
Uni
vers
ity o
fW
isco
nsin
was
the
first
to o
ffer
exte
nsio
n co
urse
s, in
189
2. T
he h
ealth
y pr
inci
ple
of c
ompe
titio
n w
as in
trod
uced
into
K-1
2 ed
ucat
ion
whe
n w
e be
cam
e on
e of
the
first
sta
tes
to a
ppro
ve c
hart
er s
choo
ls, a
nd w
e w
ere
the
first
sta
te, i
n 19
90, w
itha
larg
e-sc
ale
tuiti
on v
ouch
er p
lan
for
priv
ate
scho
ols.
Wis
cons
in in
itiat
ed tr
ade
appr
entic
eshi
ps b
ack
in 1
911,
and
we
have
bee
n an
inno
vato
r in
sch
ool-t
o-w
ork
sinc
e 19
92.
Wis
cons
in s
choo
ls h
ave
a pr
oud
herit
age
of e
xcel
lenc
e.A
s th
is r
epor
t sho
ws,
Wis
cons
in's
sch
ools
toda
y ar
e, o
n th
e w
hole
, doi
ng a
n ex
celle
nt jo
b.T
oget
her
we
can
build
upo
n th
is p
roud
rec
ord
and
wor
k to
ext
end
exce
llenc
e in
to a
llW
isco
nsin
sch
ools
.
Sin
cere
ly,
Tom
my
G. T
hom
pson
Gov
erno
r of
Wis
cons
in
11.
A S
peci
al M
essa
ge to
the
Citi
zens
of W
isco
nsin
from
Sta
te R
epre
sent
ativ
e G
. Spe
ncer
Cog
gs
As
a st
ate
legi
slat
or a
nd m
embe
r of
the
Nat
iona
l Edu
catio
n G
oals
Pan
el,
I
am p
leas
ed to
pro
vide
you
with
this
rep
ort,
Mat
hem
atic
s an
d S
cien
ceA
chie
vem
ent i
n W
isco
nsin
, 199
8.A
s th
e P
anel
's o
nly
Afr
ican
Am
eric
anm
embe
r, a
nd in
ligh
t of t
he m
yria
d pr
oble
ms
faci
ng m
inor
ities
in la
rge
urba
nsc
hool
dis
tric
ts,
Ife
el th
at th
e st
uden
t ach
ieve
men
t goa
lsG
oal 3
: Stu
dent
Ach
ieve
men
t and
Citi
zens
hip,
and
Goa
l 5: M
athe
mat
ics
and
Sci
ence
mus
t be
cons
ider
ed th
e na
tion'
s an
d W
isco
nsin
's h
ighe
st e
duca
tion
prio
rity.
Thi
s re
port
offe
rs s
tude
nt r
esul
ts fo
r 4t
h an
d 8t
h gr
ade
mat
hem
atic
s, a
nd 8
thgr
ade
scie
nce
from
bot
h th
e N
atio
nal A
sses
smen
t of E
duca
tiona
l Pro
gres
s(N
AE
P),
and
the
Thi
rd In
tern
atio
nal M
athe
mat
ics
and
Sci
ence
Stu
dy (
TIM
SS
)re
port
s.N
AE
P is
the
only
long
-ter
m n
atio
nal a
sses
smen
t tha
t mea
sure
sst
uden
ts' c
ompe
tenc
y in
diff
eren
t sub
ject
are
as.
Sta
te in
volv
emen
t in
NA
EP
isvo
lunt
ary,
and
in 1
996,
45
stat
es p
artic
ipat
ed.
TIM
SS
com
pare
s in
form
atio
n on
stud
ent a
chie
vem
ent i
n m
ore
than
40
coun
trie
s ar
ound
the
wor
ld.
The
Nat
iona
l Edu
catio
n G
oals
Pan
el h
as s
et it
s pe
rfor
man
ce s
tand
ard
at th
etw
o hi
ghes
t lev
els
of a
chie
vem
ent o
n th
e N
atio
nal A
sses
smen
t of E
duca
tiona
lP
rogr
ess.
Tho
se tw
o le
vels
are
Pro
ficie
nt a
nd A
dvan
ced.
The
Goa
ls P
anel
awar
ds "
Gol
d S
tars
" to
thos
e st
ates
that
hav
e pe
rfor
med
at w
orld
-cla
ss le
vels
,or
that
hav
e m
ade
sign
ifica
nt s
tude
nt a
chie
vem
ent g
ains
ove
r tim
e.T
he
follo
win
g sh
ows
how
stu
dent
ach
ieve
men
t in
Wis
cons
in c
ompa
res
with
that
of
othe
r st
ates
and
nat
ions
:
Wis
cons
in s
tude
nts'
aca
dem
ic p
erfo
rman
ce is
am
ong
the
high
est
in th
e na
tion.
No
stat
e si
gnifi
cant
ly o
utpe
rfor
med
Wis
cons
in in
4th
or 8
th g
rade
mat
hem
atic
s, o
r in
8th
gra
de s
cien
ce.
Not
onl
y do
es W
isco
nsin
per
form
am
ong
the
top
tier
of s
tate
s,bu
t per
form
ance
in 8
th g
rade
mat
h is
impr
ovin
g ov
er ti
me.
The
perc
enta
ge o
f Wis
cons
in's
pub
lic s
choo
l 8th
gra
ders
who
met
the
Goa
ls P
anel
's p
erfo
rman
ce s
tand
ard
for
mat
hem
atic
s in
crea
sed
from
23%
in 1
990,
to 3
2% in
199
6, e
arni
ng W
isco
nsin
a "
Gol
dS
tar"
for
impr
ovem
ent
Wis
cons
in s
tude
nts
also
per
form
wel
l com
pare
d to
stu
dent
s in
the
rest
of t
he w
orld
.In
tern
atio
nally
, onl
y 6
of 4
1 pa
rtic
ipat
ing
natio
ns w
ould
be
expe
cted
to o
utpe
rfor
m W
isco
nsin
's 8
th g
rade
rsin
mat
hem
atic
s.In
con
tras
t, 20
nat
ions
per
form
ed s
igni
fican
tlyhi
gher
than
the
Uni
ted
Sta
tes
as a
who
le.
Wis
cons
in w
as a
war
ded
a "G
old
Sta
r" b
y th
e N
atio
nal E
duca
tion
Goa
ls P
anel
for
wor
ld-c
lass
per
form
ance
in 8
th g
rade
sci
ence
.O
nly
Sin
gapo
re w
ould
be
expe
cted
to o
utpe
rfor
m W
isco
nsin
inth
is a
rea.
Wis
cons
in h
as a
lway
s ra
nked
am
ong
the
high
est s
tate
s in
stu
dent
ach
ieve
men
t.W
hen
com
pare
d w
ith o
ther
sta
tes
on N
AE
P, W
isco
nsin
's p
ublic
sch
ool s
tude
nts
12
For
ewor
dco
nsis
tent
ly p
lace
d in
the
top
tier
in b
oth
mat
hem
atic
s an
d sc
ienc
eac
hiev
emen
t.R
esul
ts o
f the
199
7 A
mer
ican
Col
lege
Tes
ting
(AC
T)
test
illu
stra
teth
e sa
me
tren
d.W
isco
nsin
ran
ked
#1 a
mon
g st
ates
in th
e pr
opor
tion
ofst
uden
ts w
ho ta
ke th
e A
CT
, and
our
sco
re in
199
7 w
as th
e hi
ghes
t in
the
stat
e's
hist
ory.
Alth
ough
we
are
acco
mpl
ishi
ng a
lot i
n ou
r pu
blic
sch
ools
, we
still
hav
e m
any
chal
leng
es to
ove
rcom
e.N
ot a
ll st
uden
ts in
Wis
cons
in a
re p
erfo
rmin
g at
the
sam
e hi
gh le
vel.
For
bot
h th
e U
nite
d S
tate
s an
d W
isco
nsin
, the
per
cent
age
ofw
hite
stu
dent
s w
ho s
core
d at
the
Pro
ficie
nt le
vel o
r hi
gher
on
NA
EP
was
sign
ifica
ntly
gre
ater
than
the
perc
enta
ge o
f min
ority
stu
dent
s w
ho m
et th
isst
anda
rd.
Ach
ieve
men
t in
both
the
Uni
ted
Sta
tes
and
Wis
cons
in a
lso
varie
dsi
gnifi
cant
ly b
y sc
hool
loca
tion
and
pove
rty
leve
l.S
tude
nts
in n
on-u
rban
are
assi
gnifi
cant
ly o
utpe
rfor
med
stu
dent
s in
cen
tral
citi
es, a
nd s
tude
nts
who
qua
lifie
dfo
r th
e fr
ee o
r re
duce
d-pr
ice
lunc
h pr
ogra
m p
erfo
rmed
less
wel
l tha
n w
ealth
ier
stud
ents
.T
he M
ilwau
kee
publ
ic s
choo
l sys
tem
is th
e la
rges
t sch
ool d
istr
ict i
nth
e st
ate,
and
bec
ause
of i
ts p
over
ty le
vels
,it
wou
ld h
ave
to b
e de
emed
an
educ
atio
nal p
riorit
y.U
ltim
atel
y, w
e w
ant a
ll W
isco
nsin
stu
dent
s ac
hiev
ing
athi
gh le
vels
.
Thi
s re
port
pro
vide
s a
valu
able
sou
rce
of in
form
atio
n to
mon
itor
Wis
cons
in o
nits
edu
catio
nal j
ourn
ey.
The
rep
ort i
s al
so a
met
hod
of b
ench
mar
king
our
stat
e's
prog
ress
to o
ther
sta
tes
and
coun
trie
s ar
ound
the
wor
ld.
Ien
cour
age
all s
choo
l dis
tric
ts to
vol
unte
er to
par
ticip
ate
in th
e N
AE
P a
sses
smen
ts.
Wis
cons
in's
cha
lleng
e is
to k
eep
its m
omen
tum
goi
ng "
For
war
d" (
like
the
stat
esl
ogan
), b
y pr
ovid
ing
all s
tude
nts
with
the
acad
emic
kno
wle
dge
and
skill
s th
atth
ey w
ill n
eed
to b
ecom
e pr
oduc
tive
and
mea
ning
ful c
itize
ns o
f the
futu
re.
Sin
cere
ly,
G. S
penc
er C
oggs
Sta
te R
epre
sent
ativ
e, W
isco
nsin 13
[Dat
a H
ighl
ight
sW
isco
nsin
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
Wis
cons
in h
as 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
ve w
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
f per
form
ance
in s
cien
ce, i
nclu
ding
Wis
cons
in.
Wis
cons
in 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
a2.
Ark
ansa
s3.
Cal
iforn
ia
11. K
entu
cky
12. M
aryl
and
13. M
ichi
gan
21.
22.
23.
Nor
th D
akot
aO
rego
n
Rho
de Is
land
4. C
olor
ado
14.
Min
neso
ta24
.T
enne
ssee
5. C
onne
ctic
ut15
.M
onta
na25
.T
exas
6. D
elaw
are
16.
Neb
rask
a26
.W
est V
irgin
ia7.
Flo
rida
17.
New
Ham
pshi
re27
.W
isco
nsin
8. H
awai
i18
.N
ew M
exic
o28
.W
yom
ing
9. In
dian
a19
.N
ew Y
ork
10. I
owa
20.
Nor
th C
arol
ina
Wis
cons
in e
arne
d its
sta
r in
8th
gra
de m
athe
mat
ics.
Wis
cons
in w
as a
lso
one
of 1
4 st
ates
aw
arde
d a
gold
sta
r by
the
Nat
iona
l Edu
catio
n G
oals
Pan
el fo
r w
orld
-cla
ss p
erfo
rman
cein
8th
gra
de s
cien
ce a
chie
vem
ent:
1. C
olor
ado
2. C
onne
ctic
ut8. 9.
Neb
rask
a
Nor
th D
akot
a3.
Iow
a10
.O
rego
n
4.M
aine
11.
Uta
h
5.M
assa
chus
etts
12.
Ver
mon
t6.
Min
neso
ta13
.W
isco
nsin
7. M
onta
na14
.W
yom
ing
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
inW
isco
nsin
who
met
this
sta
ndar
d w
ere:
27%
in32
% in
39%
in
vi
4th
grad
e m
athe
mat
ics;
8th
grad
e m
athe
mat
ics;
and
8th
grad
e sc
ienc
e.
Whe
n co
mpa
red
with
oth
er s
tate
s, W
isco
nsin
's p
ublic
sch
ool
stud
ents
con
sist
ently
pla
ced
at th
e to
p in
bot
h m
athe
mat
ics
and
scie
nce
achi
evem
ent.
In 1
996,
no
stat
e ha
d si
gnifi
cant
ly h
ighe
rpe
rcen
tage
s of
stu
dent
s w
ho w
ere
at o
r ab
ove
Pro
ficie
nt in
4th
grad
e m
athe
mat
ics,
8th
gra
de m
athe
mat
ics,
or
8th
grad
e sc
ienc
e.
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
Wis
cons
in's
per
form
ance
am
ong
the
top
coun
trie
s in
mat
hem
atic
s,an
d at
a w
orld
-cla
ss le
vel o
f per
form
ance
in s
cien
ce:
Onl
y 6
of th
e 41
par
ticip
atin
g na
tions
wou
ld b
e ex
pect
ed to
outp
erfo
rm W
isco
nsin
's 8
th g
rade
rs in
mat
hem
atic
s.W
isco
nsin
wou
ld b
e ex
pect
ed to
per
form
as
wel
l as
Can
ada,
Eng
land
,F
ranc
e, G
erm
any,
and
the
Rus
sian
Fed
erat
ion,
and
bet
ter
than
the
Uni
ted
Sta
tes.
Onl
y 1
of th
e 41
par
ticip
atin
g na
tions
- S
inga
pore
- w
ould
be e
xpec
ted
to o
utpe
rfor
m W
isco
nsin
's 8
th g
rade
rs in
sci
ence
.W
isco
nsin
wou
ld b
e ex
pect
ed to
per
form
as
wel
l as
Eng
land
,Ja
pan,
and
Kor
ea, a
nd b
ette
r th
an C
anad
a, F
ranc
e, G
erm
any,
Hon
g K
ong,
the
Rus
sian
Fed
erat
ion,
and
the
Uni
ted
Sta
tes.
15
Alth
ough
all
of th
e N
atio
nal E
duca
tion
Goa
ls a
re im
port
ant,
the
two
that
focu
s on
rai
sing
stu
dent
aca
dem
ic a
chie
vem
ent
Goa
ls 3
and
5ar
e
cons
ider
ed b
y m
any
to b
e th
e na
tion'
s hi
ghes
t edu
catio
n pr
iorit
ies.
Goa
l 3
calls
for
all s
tude
nts
to d
emon
stra
te c
ompe
tenc
y ov
er c
halle
ngin
g su
bjec
tm
atte
r, w
hile
Goa
l 5 c
alls
for
U.S
. stu
dent
s to
be
first
in th
e w
orld
inm
athe
mat
ics
and
scie
nce
achi
evem
ent.
Sta
te p
olic
ymak
ers
need
goo
d in
form
atio
n to
hel
p th
em m
onito
r th
eir
stat
e's
prog
ress
tow
ard
thes
e G
oals
.F
irst,
polic
ymak
ers
need
to k
now
whe
ther
stu
dent
achi
evem
ent i
s in
crea
sing
ove
r tim
e, s
o th
at th
ey c
an d
eter
min
e w
heth
ered
ucat
iona
l pro
gram
s an
d po
licie
s ar
e ha
ving
the
desi
red
effe
ct.
Sec
ond,
polic
ymak
ers
need
to b
e ab
le to
ben
chm
ark
thei
r st
ate
agai
nst o
ther
sta
tes
and
coun
trie
s to
see
how
thei
r st
uden
ts' a
cade
mic
'per
form
ance
com
pare
s to
the
best
in th
e na
tion
and
the
best
in th
e w
orld
.T
hird
, pol
icym
aker
s ne
ed to
know
how
diff
eren
t gro
ups
of s
tude
nts
are
perf
orm
ing
acad
emic
ally
, so
that
they
can
targ
et e
duca
tiona
l ser
vice
s ap
prop
riate
ly.
Thi
s re
port
pro
vide
s al
l thr
ee ty
pes
of in
form
atio
n.Its
pur
pose
is to
sum
mar
ize
the
amou
nt o
f pro
gres
s th
at W
isco
nsin
has
mad
e in
rai
sing
stu
dent
aca
dem
icac
hiev
emen
t in
mat
hem
atic
s an
d sc
ienc
e si
nce
the
Nat
iona
l Edu
catio
n G
oals
wer
e es
tabl
ishe
d in
199
0.
Rep
ort f
orm
at
Thi
s re
port
con
tain
s fo
ur p
ages
of i
nfor
mat
ion
for
Wis
cons
in (
see
pp. 1
0-13
).T
he fi
rst t
hree
pag
es m
easu
re p
rogr
ess
tow
ard
Goa
l 3, u
sing
stu
dent
achi
evem
ent d
ata
from
the
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess
(NA
EP
).N
AE
P w
as a
utho
rized
by
Con
gres
s in
196
9, a
nd is
the
only
nat
iona
llyre
pres
enta
tive
and
ongo
ing
asse
ssm
ent t
hat m
easu
res
wha
t stu
dent
s kn
ow a
nd
are
able
to d
o in
diff
eren
t sub
ject
are
as.
Con
gres
s ex
pand
ed N
AE
P to
allo
w
the
repo
rtin
g of
com
para
ble
stat
e-by
-sta
te r
esul
ts, b
egin
ning
with
the
1990
mat
hem
atic
s as
sess
men
t.P
artic
ipat
ion
in s
tate
-leve
l NA
EP
is v
olun
tary
, and
has
incr
ease
d fr
om 4
0 st
ates
and
terr
itorie
s in
199
0 to
45
in 1
996.
Intr
oduc
tion
NA
EP
res
ults
are
rep
orte
d in
mat
hem
atic
s (G
rade
s 4
and
8) a
nd s
cien
ce (
Gra
de
8).
Thu
s fa
r, th
ese
are
the
only
gra
des
in w
hich
NA
EP
mat
hem
atic
s an
d sc
ienc
e
asse
ssm
ents
hav
e be
en a
dmin
iste
red
at th
e st
ate
leve
l.S
ince
199
0, m
athe
mat
ics
has
been
ass
esse
d tw
ice
at G
rade
4 (
in 1
992
and
1996
) an
d th
ree
times
at
Gra
de 8
(in
199
0, 1
992,
and
199
6).
Sci
ence
has
bee
n as
sess
ed o
nce
(in 1
996)
.
The
firs
t thr
ee p
ages
of d
ata
show
:
how
muc
h pr
ogre
ss W
isco
nsin
has
mad
e ov
er ti
me;
how
the
stat
e's
late
st a
cade
mic
per
form
ance
com
pare
s to
that
of
the
Uni
ted
Sta
tes
and
othe
r st
ates
:1 a
nd
how
diff
eren
t sub
grou
ps o
f stu
dent
s in
the
stat
e pe
rfor
med
on
the
mos
t rec
ent N
AE
P a
sses
smen
t.
The
Nat
iona
l Edu
catio
n G
oals
Pan
el a
war
ds g
old
star
s to
sta
tes
that
hav
esh
own
a si
gnifi
cant
incr
ease
in th
e pe
rcen
tage
of s
tude
nts
in th
eir
stat
e w
hom
eet t
he N
atio
nal E
duca
tion
Goa
ls P
anel
's p
erfo
rman
ce s
tand
ard.
2T
he G
oals
Pan
el's
per
form
ance
sta
ndar
d is
bas
ed o
n th
ree
achi
evem
ent l
evel
s se
t by
the
Nat
iona
l Ass
essm
ent G
over
ning
Boa
rd to
des
crib
e th
e qu
ality
of s
tude
ntac
hiev
emen
t on
NA
EP
:B
asic
, Pro
ficie
nt, a
nd A
dvan
ced.
The
Bas
ic le
vel
repr
esen
ts p
artia
l mas
tery
of n
eces
sary
kno
wle
dge
and
skill
s; th
e P
rofic
ient
leve
lre
pres
ents
sol
id a
cade
mic
per
form
ance
; and
the
Adv
ance
d le
vel r
epre
sent
ssu
perio
r pe
rfor
man
ce.3
The
Goa
ls P
anel
has
set
its
perf
orm
ance
sta
ndar
d at
the
Pro
ficie
nt o
r A
dvan
ced
leve
ls o
n N
AE
P.
The
Goa
ls P
anel
con
side
rs
perf
orm
ance
at t
hese
two
high
est l
evel
s as
evi
denc
e th
at s
tude
nts
have
dem
onst
rate
d co
mpe
tenc
y ov
er c
halle
ngin
g su
bjec
t mat
ter.
The
four
th p
age
of d
ata
show
s ho
w c
lose
Wis
cons
in is
to a
chie
ving
Goa
l 5 (
see
p.13
).A
lthou
gh G
oal 5
cal
ls fo
r th
e U
nite
d S
tate
sno
t eac
h
indi
vidu
al s
tate
to b
e fir
st in
the
wor
ld in
mat
hem
atic
s an
d sc
ienc
e, th
em
ajor
ity o
f sta
tes
mus
t be
at w
orld
-cla
ss le
vels
of p
erfo
rman
ce in
mat
hem
atic
san
d sc
ienc
e if
we
expe
ct th
e na
tion
to a
ttain
firs
t-in
-the
-wor
ld s
tatu
s.In
tern
atio
nal c
ompa
rison
s of
stu
dent
ach
ieve
men
t in
8th
grad
e m
athe
mat
ics
and
scie
nce
are
pres
ente
d, u
sing
dat
a fr
om a
new
ly r
elea
sed
rese
arch
stu
dy.4
Thi
s
stud
y st
atis
tical
ly li
nks
stat
e re
sults
from
the
1996
NA
EP
with
cou
ntry
res
ults
1T
he te
rm "
stat
e" is
use
d he
reaf
ter
in th
is r
epor
t to
refe
r to
the
50 s
tate
s, th
e D
istr
ict o
f Col
umbi
a, a
nd th
e te
rrito
ries.
2 In
this
rep
ort,
°sig
nific
ance
" re
fers
to s
tatis
tical
sig
nific
ance
and
indi
cate
s th
at th
e ob
serv
ed d
iffer
ence
s ar
e no
t lik
ely
to h
ave
occu
rred
by
chan
ce. A
ll di
ffere
nces
in th
is r
epor
t tha
t are
term
ed "
stat
istic
ally
sig
nific
ant"
are
mea
sure
d at
the
0.05
leve
l.
3 B
ourq
ue, M
.L, C
ham
pagn
e, A
.B.,
& C
rissm
an, S
. (19
97, O
ctob
er).
199
6 S
cien
ce p
erfo
rman
ce s
tand
ards
: Ach
ieve
men
t res
ults
for
the
natio
n an
d th
e st
ates
. Was
hing
ton,
DC
: Nat
iona
lA
sses
smen
t Gov
erni
ng B
oard
.
4 Jo
hnso
n, E
.G.,
& S
iege
ndor
f, A
. (19
98, M
ay).
Lin
king
the
Nat
iona
l Ass
essm
ent o
f Edu
catio
nal P
rogr
ess
and
the
Thi
rd In
tern
atio
nal M
athe
mat
ics
and
Sci
ence
Stu
dy: E
ight
h gr
ade
resu
lts. R
epor
t pre
pare
d fo
r th
e U
.S. D
epar
tmen
t of E
duca
tion,
Nat
iona
l Cen
ter
for
Edu
catio
n S
tatis
tics,
NC
ES
98-
500.
Was
hing
ton,
DC
: U.S
. Gov
ernm
ent P
rintin
g O
ffice
.
171
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
, 40
or m
ore
of th
e 41
par
ticip
atin
g T
IMS
S n
atio
ns in
mat
hem
atic
s or
sci
ence
.
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,
sta
te b
egan
req
uirin
g al
l 8th
gra
ders
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-
12T
he
perc
enta
ges
of W
isco
nsin
's s
tude
nts
who
sco
red
at o
r ab
ove
the
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
PT
TIM
SS
link
ing
stud
y to
ans
wer
que
stio
ns s
uch
as:
How
man
y na
tions
wou
ld b
e ex
pect
ed to
out
perf
orm
my
stat
e in
8th
gra
dem
athe
mat
ics?
How
wou
ld m
y st
ate
be e
xpec
ted
to p
erfo
rm in
com
paris
on to
the
Uni
ted
Sta
tes'
maj
or tr
adin
g pa
rtne
rs in
8th
gra
de s
cien
ce?
Sta
te C
ompa
rison
s ar
e pr
esen
ted
in P
ort 2
on
pp. 1
0-12
.W
isco
nsin
'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.
Wis
cons
in's
pred
icte
d pe
rfor
man
ce o
n T
IMS
S is
com
pare
d to
the
actu
al p
erfo
rman
ce
of th
e 41
par
ticip
atin
g T
IMS
S n
atio
ns.
Cou
ntrie
s ar
e cl
uste
red
in
alph
abet
ical
ord
er in
thre
e gr
oups
:th
ose
that
wou
ld b
e ex
pect
ed to
perf
orm
sig
nific
antly
hig
her
than
, sig
nific
antly
low
er th
an, o
r no
t
sign
ifica
ntly
diff
eren
t fro
m W
isco
nsin
in 8
th g
rade
mat
hem
atic
s an
d
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
tbe
twee
n ur
ban
and
non-
urba
n st
uden
ts?
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
.
2ia
19
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 W
isco
nsin
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
NIA
EP
is a
larg
e-sc
ale
assf
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
nts
are
sele
cted
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
essm
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
cts,
with
a c
erta
in d
egre
e
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
ey
all b
een
polle
d.
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
ccps
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
nts.
"In
the
sam
e w
ay, w
e m
ust
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
to
acco
unt t
he s
ize
of th
e st
anda
rd e
rror
s fo
r ea
ch g
roup
's s
core
, as
wel
l as
the
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
t1
on p
. 10,
for
exam
ple,
it m
ay a
ppea
r th
at th
e pe
rcen
tage
of s
tude
nts
who
sco
red
at th
e P
rofic
ient
leve
l or
high
er o
n N
AE
P h
as g
one
up o
ver
time,
but
the
chan
geis
rep
orte
d as
"no
t sig
nific
ant."
Thi
s oc
curs
bec
ause
eve
n th
ough
ther
e is
adi
ffere
nce
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
estim
ate
that
has
som
e un
cert
aint
y as
soci
ated
with
it,
itis
pos
sibl
e fo
r a
smal
lga
in to
be
sign
ifica
nt in
one
cas
e, w
hile
a la
rger
per
cent
age-
poin
t gai
n ca
n fa
ilto
be
sign
ifica
nt in
ano
ther
.
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
2an
d 3.
In P
art 2
,it
wou
ld n
ot b
e ac
cura
te to
ran
k in
divi
dual
sta
tes
stric
tly b
yth
e pe
rcen
tage
s of
stu
dent
s w
ho s
core
d at
or
abov
e P
rofic
ient
.In
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,
or n
ot 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. 1
4.
Hna
lly, r
eade
rs s
houl
d us
e ca
utio
n w
hen
inte
rpre
ting
the
resu
lts o
f the
NA
EP
ITIM
SS
linki
ng s
tudy
on
p. 1
3. T
he p
urpo
se o
f the
link
ing
stud
y is
to c
ompa
re s
tate
s to
natio
ns, n
ot s
tate
s to
sta
tes
or n
atio
ns to
nat
ions
.S
tate
-to-
stat
e co
mpa
rison
s, u
sing
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
EP
/IIM
SS
link
ing
stud
y ca
n of
fer
only
app
roxi
mat
e co
mpa
rison
s of
perf
orm
ance
of i
ndiv
idua
l sta
tes
rela
tive
to th
e 41
par
ticip
atin
g T
IMS
S n
atio
ns,
natio
ns a
re s
impl
y lis
ted
in a
lpha
betic
al o
rder
and
act
ual s
core
s ar
e no
tsh
own.
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
PA
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
otio
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.
200
I 13
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.
Tw
enty
-eig
ht s
tate
s, in
clud
ing
Wis
cons
in, h
ave
earn
ed a
t lea
ston
e st
ar (
out o
f a p
ossi
ble
two)
for
impr
ovem
ent o
ver
time
in m
athe
mat
ics
in e
ither
Gra
de 4
or
Gra
de 8
:
21. N
orth
Dak
ota
22. O
rego
n
23. R
hode
Isla
nd
24. T
enne
ssee
25. T
exas
26. W
est V
irgin
ia27
. Wis
cons
in
28. W
yom
ing
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
12. M
aryl
and
13. M
ichi
gan
14. M
inne
sota
15. M
onta
na
16. N
ebra
ska
17. N
ew H
amps
hire
18. N
ew M
exic
o
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,
incl
udin
gW
isco
nsin
, wer
e al
so a
mon
g th
e hi
ghes
t-pe
rfor
min
g st
ates
' in
the
natio
n:
1. C
onne
ctic
ut5.
Neb
rask
a
2. Io
wa
6. N
orth
Dak
ota
3. M
inne
sota
7. W
isco
nsin
4. M
onta
na
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
sas
sess
men
t ran
ged
from
30/
o in
the
low
est-
perf
orm
ing
stat
es to
31%
in th
e hi
ghes
t-pe
rfor
min
g st
ates
.In
Wis
cons
in, 2
70/o
met
the
stan
dard
.
Hig
hest
-pef
fonn
inf *
stai
rs
Con
nect
icut
310/
0
Min
neso
ta29
%M
aine
270/
0
Wis
cons
in27
0/0
Hig
hest
-per
form
ing
stat
es a
re d
efin
ed li
ho.s
i in
whi
ch th
e pe
rcen
tage
of s
tude
nts
who
sco
red
at o
r ab
ove
Pro
ficie
nt o
n N
AE
P w
as s
igni
fican
tly h
ighe
r th
an th
e pe
rcen
tage
of s
tude
nts
who
did
so
natio
nally
.
44
3
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
Fig
ure
1
9rec
,
HI
2 4
GU
AM
Y4
,Y\t7
1'j
CT
7,e?
DE
.7`
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
both
Gra
de 4
and
Gra
de 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
ics)
.A
sta
r fo
r im
prov
emen
t can
not y
et b
e ea
rned
in 8
th g
rade
sci
ence
, bec
ause
NA
EP
has
ass
esse
d sc
ienc
e on
ly o
nce
at th
est
ate
leve
l.
2 5
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 W
isco
nsin
,32
% m
et th
e st
anda
rd.
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
0/0
in th
e lo
wes
t-pe
rfor
min
g st
ates
to 4
1% in
the
high
est-
perf
orm
ing
stat
es.
In W
isco
nsin
,39
% m
et th
e st
anda
rd.
Hig
hest
-per
form
ing'
sta
tes
Min
neso
ta34
%
Nor
th D
akot
a33
0/0
Mon
tana
32%
Wis
cons
in32
0/o
Con
nect
icut
310/
0
Iow
a31
0/0
Mai
ne31
%
Neb
rask
a31
0/0
Ala
ska
30%
Mai
ne
Mon
tana
Nor
th D
akot
aW
isco
nsin
Mas
sach
uset
ts
Min
neso
ta
Con
nect
icut
Iow
a
Neb
rask
a
Wyo
min
g
410/
o
41%
41%
390/
o
370/
o
37%
36%
360/
o
35%
340/
o
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, i
nclu
ding
Wis
cons
in, t
hepe
rcen
tage
of m
ale
stud
ents
who
sco
red
at o
r ab
ove
Pro
ficie
nt in
4th
grad
e m
athe
mat
ics
was
hig
her
than
the
perc
enta
ge o
f fem
ales
who
did
so.
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 W
isco
nsin
.
In 1
9 ou
t of 4
2 st
ates
, inc
ludi
ng W
isco
nsin
, 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 W
isco
nsin
, Whi
tes
outp
erfo
rmed
His
pani
cs in
4th
and
8th
grad
e m
athe
mat
ics
and
in 8
th g
rade
sci
ence
.W
hite
s al
soou
tper
form
ed B
lack
s in
4th
gra
de m
athe
mat
ics
and
8th
grad
esc
ienc
e.
Diff
eren
ces
by P
aren
ts' H
ighe
st L
evel
of E
duca
tion
Nat
iona
lly a
nd in
alm
ost e
very
cas
e at
the
stat
e le
vel,
stud
ents
who
se p
aren
ts h
ad s
ome
educ
atio
n be
yond
hig
h sc
hool
or
who
se
pare
nts
wer
e co
llege
gra
duat
es o
utpe
rfor
med
stu
dent
s w
hore
port
ed th
at n
eith
er o
f the
ir pa
rent
s ha
d gr
adua
ted
from
hig
hsc
hool
.S
tude
nt p
erfo
rman
ce in
8th
gra
de m
athe
mat
ics
and
scie
nce
follo
wed
this
pat
tern
in W
isco
nsin
.
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
.
6
2627
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
0
HI
28
GU
AM
RI
CT
'*
DE
Dis
tric
t of
Col
umbi
a
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
41 p
artic
ipat
ing
TIM
SS
3 na
tions
in:
scie
nce
both
mat
hem
atic
s an
d sc
ienc
e
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
h
stud
y w
as d
esig
ned
to c
ompa
re s
tate
s to
nat
ions
, and
pre
dict
s ho
w in
divi
dual
sta
tes
wou
ld h
ave
perf
orm
ed o
n T
IMS
S, g
iven
thei
r N
AE
Psc
ores
.A
t pre
sent
, the
max
imum
num
ber
of s
tars
that
a s
tate
can
ear
n fo
r w
orld
-cla
ss a
cade
mic
per
form
ance
is tw
o (in
Gra
de 8
mat
hem
atic
s an
d G
rade
8 s
cien
ce),
alth
ough
no
stat
e ha
s ea
rned
a s
tar
in m
athe
mat
ics.
'a
729
Diff
eren
ces
by S
choo
l Loc
atio
n
At t
he n
atio
nal l
evel
and
in W
isco
nsin
, 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.
Wis
cons
in s
tude
nts
who
atte
nded
sch
ool i
n ru
ral
area
s/sm
all t
owns
als
o ou
tper
form
ed s
tude
nts
in c
entr
al c
ities
in8t
h gr
ade
mat
hem
atic
s.
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
om 1
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.
Wis
cons
in w
ould
be
expe
cted
to s
core
as
wel
l as,
or
bette
r th
an,
35 n
atio
ns in
mat
hem
atic
s an
d 40
nat
ions
in s
cien
ce.
308
In s
cien
ce, 1
4 st
ates
ear
ned
a st
ar fo
r w
orld
-cla
sspe
rfor
man
ce, i
nclu
ding
Wis
cons
in.
Stu
dent
s in
onl
y on
ena
tion
Sin
gapo
rew
ould
be
expe
cted
to o
utpe
rfor
m th
e8t
h gr
ader
s in
thes
e st
ates
in s
cien
ce:
1. C
olor
ado
8. N
ebra
ska
2. C
onne
ctic
ut9.
Nor
th D
akot
a3.
Iow
a10
. Ore
gon
14.
Mai
ne1.
Uta
h5.
Mas
sach
uset
ts12
. Ver
mon
t6.
Min
neso
ta13
. Wis
cons
in
7. M
onta
na14
. Wyo
min
g
Con
clus
ions
Is W
isco
nsin
mak
ing
prog
ress
tow
ard
Goa
l 3 o
f the
Nat
iona
l Edu
catio
n G
oals
by in
crea
sing
stu
dent
ach
ieve
men
t in
mat
hem
atic
s an
d sc
ienc
e?W
e ca
nnot
answ
er th
is q
uest
ion
for
scie
nce
yet b
ecau
se N
AE
P h
as a
sses
sed
scie
nce
only
once
at t
he s
tate
leve
l.H
owev
er, i
n m
athe
mat
ics
the
answ
er is
"ye
s."
The
maj
ority
of s
tate
s th
at p
artic
ipat
ed in
NA
EP
ass
essm
ents
dur
ing
the
1990
s,
incl
udin
g W
isco
nsin
, hav
e sh
own
sign
ifica
nt im
prov
emen
ts in
stu
dent
aca
dem
icac
hiev
emen
t in
mat
hem
atic
s in
at l
east
one
gra
de.
Wis
cons
in w
as o
ne o
ftw
enty
-eig
ht s
tate
s th
at e
arne
d at
leas
t one
sta
r (o
ut o
f a p
ossi
ble
two)
for
impr
ovem
ent o
ver
time.
Fro
m th
is p
ersp
ectiv
e, W
isco
nsin
has
mov
ed c
lose
r to
the
Goa
l in
mat
hem
atic
s.
How
clo
se is
Wis
cons
in 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, b
ut W
isco
nsin
wou
ld b
e ex
pect
ed to
trai
l onl
y si
x co
untr
ies
ifW
isco
nsin
's s
tude
nts
wer
e to
take
the
TIM
SS
ass
essm
ent.
Wis
cons
in w
ould
be
expe
cted
to fa
re e
ven
bette
r in
8th
gra
de s
cien
ce, p
laci
ng a
mon
g th
e 14
sta
tes
that
wou
ld b
e ex
pect
ed to
ach
ieve
wor
ld-c
lass
leve
ls o
f per
form
ance
.
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
31
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
Wis
cons
in a
nd a
ll ot
her
stat
es 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
.
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
ce
Stu
dy:
Eig
hth
grad
e re
sults
.R
epor
t pre
pare
d fo
r th
e U
.S. D
epar
tmen
t of
Edu
catio
n, N
atio
nal C
ente
r fo
r E
duca
tion
Sta
tistic
s, N
CE
S 9
8-50
0, W
ashi
ngto
n,
DC
:U
.S. G
over
nmen
t Prin
ting
Offi
ce.
Wis
cons
in
1. Im
prov
emen
t Ove
r T
ime
Hav
e W
isco
nsin
's 4
th g
rade
rs 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
.
Mat
hem
atic
s G
rade
4P
erce
ntag
e of
pub
lic s
choo
l 4th
gra
ders
at o
r ab
ove
Pro
ficie
nt o
n th
e N
AE
Pm
athe
mat
ics
asse
ssm
ent
10
8 6 4 2
',IL,
)% Pk
10/0
1% 10/,
240/
027
%ns
1990
199
119
92 1
993
1994
199
5 19
96 1
997
1998
199
9 20
00I's
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
Wis
cons
in c
ompa
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?
13 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:
Con
nect
icut
Min
neso
taW
isco
nsin
, Mai
neN
ew J
erse
y, T
exas
310/
0In
dian
a, M
assa
chus
etts
, Neb
rask
a,24
0/a
29%
Nor
th D
akot
a27
%M
ichi
gan,
Uta
h, V
erm
ont
25%
Mar
ylan
d2
23%
22%
31 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
:
Col
orad
o,' I
owa;
Mon
tana
'U
S.,*
Ala
ska,
Nor
th C
arol
ina,
Ore
gon,
21%
Was
hing
ton
Mis
sour
i, N
ew Y
ork,
Pen
nsyl
vani
a20
0/a
Virg
inia
, Wes
t Virg
inia
, Wyo
min
g1
9%
Rho
de Is
land
, Ten
ness
ee1
7%
Del
awar
e, H
awai
i, K
entu
cky
1 6%
Ariz
ona,
Flo
rida
1 5%
22%
Nev
ada
Ark
ansa
s, G
eorg
ia, N
ew M
exic
oS
outh
Car
olin
aA
laba
ma,
Cal
iforn
iaLo
uisi
ana,
Mis
siss
ippi
Dis
tric
t of C
olum
bia
Gua
m
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.
2 S
tate
may
app
ear
to b
e ou
t of p
lace
; how
ever
, sta
tistic
ally
, its
pla
cem
ent i
s co
rrec
t.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.
1034
50/0
30/0
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
nW
isco
nsin
wer
e at
or
abov
e P
rofic
ient
on
the
1996
NA
EP
mat
hem
atic
sas
sess
men
t?
-C 01 .0 4-, C 0- 0 -C ci > 0 0-
Ol
1/1
...c
4.0
CO
CC 47
,C
O U -0 4- o > u 0 CO 0 7 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
Less
than
hig
h sc
hool
2
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
Not
elig
ible
for
free
/red
uced
-pric
e lu
nch 0%
30%
25%
50/0
l= 1
0%32
0/0
I 21%
35%
37%
220/
0 320/
0
28%
I= 1
3%33
%
20%
40%
60%
80%
100%
1 In
terp
ret d
iffer
ence
s be
twee
n su
bgro
ups
with
cau
tion.
See
p. 1
4.2
Cha
ract
eris
tics
of th
e sa
mpl
e do
not
per
mit
a re
liabl
e es
timat
e.
Mat
hem
atic
s G
rade
8W
isco
nsin
1. Im
prov
emen
t Ove
r T
ime
Hav
e W
isco
nsin
's 8
th g
rade
rs im
prov
ed in
mat
hem
atic
s ac
hiev
emen
t?
Yes
.T
he p
erce
ntag
e of
Wis
cons
in's
pub
lic 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 2
3% in
1990
, to
32%
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
10 8 6 4 2
r-71
,
Pk
IC03
IWO
I% ICIA
27%
%23
32%
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
Wis
cons
in c
ompa
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?
12 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
Wis
cons
in, M
onta
naC
onne
ctic
ut, I
owa,
Mai
ne, N
ebra
ska
340/
o
330/
o
32%
310/
0
Ala
ska
Mas
sach
uset
ts, M
ichi
gan
Ver
mon
tO
rego
n2
3 0%
28%
2 7%
2 6%
29 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
:
Was
hing
ton2
Col
orad
oU
.S.,*
Indi
ana,
Mar
ylan
d, U
tah
Mis
sour
i, N
ew Y
ork,
Wyo
min
gT
exas
, Virg
inia
Nor
th C
arol
ina,
Rho
de Is
land
Del
awar
e
Ariz
ona
Cal
iforn
ia, F
lorid
a
26%
Geo
rgia
, Haw
aii,
Ken
tuck
y25
0/o
Ten
ness
ee
24%
New
Mex
ico,
Sou
th C
arol
ina,
220/
oW
est V
irgin
ia21
0/a
Ark
ansa
s
200/
oA
laba
ma
190/
0Lo
uisi
ana,
Mis
siss
ippi
180/
0G
uam
170/
0D
istr
ict o
f Col
umbi
a
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.
2 S
tate
may
app
ear
to b
e ou
t of p
lace
; how
ever
, sta
tistic
ally
, its
pla
cem
ent i
s co
rrec
t.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.
'3
16cl
lo
15%
1 4%
130/
o
1 2% 7% 6% 50/o
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
nW
isco
nsin
wer
e at
or
abov
e P
rofic
ient
on
the
1996
NA
EP
mat
hem
atic
sas
sess
men
t?
47.0 c -C 4-0
01)
010
4.)
co CC 22
....
7O
J0,
0>
°U 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
2%
MN
10%
Less
than
hig
h sc
hool
8%
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
33%
31% 36
%
25% 32
% 42%
24%
37%
34%
Elig
ible
for
free
/red
uced
-pric
e lu
nch=
12%
Not
elig
ible
for
free
/red
uced
-pric
e lu
nch
379/
o
0%20
% 4
0% 6
0% 8
0% 1
00%
1 In
terp
ret d
iffer
ence
s be
twee
n su
bgro
ups
with
cau
tion.
See
p. 1
4.2
Cha
ract
eris
tics
of th
e sa
mpl
e do
not
per
mit
a re
liabl
e es
timat
e.
Wis
cons
inS
cien
ce G
rade
8
1. Im
prov
emen
t Ove
r T
ime
Hav
e W
isco
nsin
's 8
th g
rade
rs im
prov
ed in
sci
ence
ach
ieve
men
t?
In 1
996,
39%
of W
isco
nsin
's p
ublic
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
P7U 1% 1% 10Io
10/0
In/
23%
270/
o32
%
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
Wis
cons
in c
ompa
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?
10 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:
Mai
ne, M
onta
na, N
orth
Dak
ota
Wis
cons
inM
assa
chus
etts
, Min
neso
ta
410/
0
39%
370/
o
Con
nect
icut
, Iow
aN
ebra
ska
Ver
mon
t, W
yom
ing
3 6%
35%
340/
o
31 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
:
Col
orad
o, M
ichi
gan,
Ore
gon,
Uta
hA
lask
a
Indi
ana
Us.
'M
isso
uri
New
Yor
k, V
irgin
ia, W
ashi
ngto
nR
hode
Isla
nd
Mar
ylan
dN
orth
Car
olin
aA
rizon
a, K
entu
cky,
Tex
asA
rkan
sas,
Ten
ness
ee
32%
Del
awar
e, F
lorid
a, G
eorg
ia,
31%
Wes
t Virg
inia
30%
Cal
iforn
ia29
%N
ew M
exic
o28
%A
laba
ma
27%
Sou
th C
arol
ina
26%
Haw
aii
250/
0Lo
uisi
ana
24%
Mis
siss
ippi
23%
Gua
m
22%
Dis
tric
t of C
olum
bia
+ 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
.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.
12
38
21%
200/
0
19%
18%
17%
150/
o
13%
12%
7ok,
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
nW
isco
nsin
wer
e at
or
abov
e P
rofic
ient
on
the
1996
NA
EP
sci
ence
asse
ssm
ent?
Cr! C 4J 4.!
(.!
C1:
1
CC , 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
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
50/0
190/
0
140/
0
43%
35% 44
%
31% 39
%
510/
o
Elig
ible
for
free
/red
uced
-pric
e lu
nch
19%
Not
elig
ible
for
free
/red
uced
-pric
e lu
nch
46%
00/0
20%
40%
60%
80%
100
%
1 In
terp
ret d
iffer
ence
s be
twee
n su
bgro
ups
with
cau
tion.
See
p. 1
4.2
Cha
ract
eris
tics
of th
e sa
mpl
e do
not
per
mit
a re
liabl
e es
timat
e.N
o sc
hool
loca
tion
data
for
scie
nce
in 1
996.
39
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
Wis
cons
in p
artic
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?
6 na
tions
* w
ould
be
expe
cted
to p
erfo
rm s
igni
fican
tly h
ighe
r:'
Bel
gium
- F
lem
ish'
Cze
ch R
epub
licH
ong
Kon
g
Japa
n
Kor
ea
Sin
gapo
re
19 n
atio
ns*
wou
ld b
e ex
pect
ed to
per
form
sim
ilarly
:'
(Aus
tral
ia)
(Aus
tria
)(B
elgi
um -
Fre
nch)
2(B
ulga
ria)
Can
ada
(Eng
land
)
Fra
nce
(Ger
man
y)
Hun
gary
Irel
and
(Isr
ael)
(Net
herla
nds)
New
Zea
land
Rus
sian
Fed
erat
ion
Slo
vak
Rep
ublic
(Slo
veni
a)
Sw
eden
(Sw
itzer
land
)(T
haila
nd)
Wis
cons
in
16 n
atio
ns*
wou
ld b
e ex
pect
ed to
per
form
sig
nific
antly
low
er:'
(Col
ombi
a)
Cyp
rus
(Den
mar
k)(G
reec
e)
Icel
and
Iran
, Isl
amic
Rep
ublic
(Kuw
ait)
(Lat
via
- LS
SP
(Lith
uani
a)N
orw
ayP
ortu
gal
(Rom
ania
)
(Sco
tland
)
(Sou
th A
fric
a)S
pain
Uni
ted
Sta
tes
t The
term
"na
tion"
is u
sed
to r
efer
to n
atio
ns, s
tate
s, o
r ju
risdi
ctio
ns. P
erfo
rman
ce fo
r na
tions
is b
ased
on
publ
icsc
hool
dat
a on
ly. N
atio
ns n
ot m
eetin
g in
tern
atio
nal g
uide
lines
are
sho
wn
in p
aren
thes
es.
1S
ee e
xpla
natio
n 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
Latv
ia is
des
igna
ted
LSS
bec
ause
onl
y La
tvia
n-sp
eaki
ng s
choo
ls w
ere
test
ed, w
hich
rep
rese
nt le
ss th
an 6
5% o
f the
popu
latio
n.
40
Wis
cons
in
Sci
ence
Gra
de 8
For
ty-o
ne n
atio
ns' p
artic
ipat
ed in
the
Thi
rd In
tern
atio
nal M
athe
mat
ics
and
Sci
ence
Stu
dy (
TIM
SS
) in
8th
gra
de s
cien
ce in
199
5.If
publ
ic s
choo
l 8th
grad
ers
in W
isco
nsin
par
ticip
ated
in th
e T
IMS
S s
cien
ce a
sses
smen
t, ho
ww
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?
1 na
tion'
wou
ld b
e ex
pect
ed to
per
form
sig
nific
antly
hig
her:
'
Sin
gapo
re
12 n
atio
ns' w
ould
be
expe
cted
to p
erfo
rm s
imila
rly:'
(Aus
tral
ia)
(Aus
tria
)B
elgi
um -
Fle
mis
h'(B
ulga
ria)
Cze
ch R
epub
lic
(Eng
land
)H
unga
ry
Japa
n
Kor
ea
(Net
herla
nds)
Slo
vak
Rep
ublic
(Slo
veni
a)
Wis
cons
in
28 n
atio
ns' w
ould
be
expe
cted
to p
erfo
rm s
igni
fican
tly lo
wer
:'
(Bel
gium
Fre
nch)
2
Can
ada
(Col
ombi
a)
Cyp
rus
(Den
mar
k)F
ranc
e
(Ger
man
y)
(Gre
ece)
Hon
g K
ong
Icel
and
Iran
, Isl
amic
Rep
ublic
Irel
and
(Isr
ael)
(Kuw
ait)
(Lat
via
LSS
)3
(Lith
uani
a)N
ew Z
eala
nd
Nor
way
Por
tuga
l(R
oman
ia)
Rus
sian
Fed
erat
ion
(Sco
tland
)(S
outh
Afr
ica)
Spa
in
Sw
eden
(Sw
itzer
land
)(T
haila
nd)
Uni
ted
Sta
tes
t The
term
"na
tion"
is u
sed
to r
efer
to n
atio
ns, s
tate
s, o
r ju
risdi
ctio
ns. P
erfo
rman
ce fo
r na
tions
is b
ased
on
publ
icsc
hool
dat
a on
ly. N
atio
ns n
ot m
eetin
g in
tern
atio
nal g
uide
lines
are
sho
wn
in p
aren
thes
es.
1S
ee e
xpla
natio
n 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
Latv
ia is
des
igna
ted
LSS
bec
ause
onl
y La
tvia
n-sp
eaki
ng s
choo
ls w
ere
test
ed, w
hich
rep
rese
nt le
ss th
an 6
5% o
f the
popu
latio
n.
4.1
13
Wis
cons
inT
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
Wis
cons
in p
rofil
ed 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
np.
3.)
Thi
s is
sho
rten
ed to
rea
d, fo
r ex
ampl
e, m
ales
out
perf
orm
ed fe
mal
es.
If a
part
icul
ar p
air
of s
ubgr
oups
is n
ot s
how
n, e
ither
the
diffe
renc
es b
etw
een
them
wer
e no
t sta
tistic
ally
sig
nific
ant,
or s
ampl
e si
zes
wer
e to
o sm
all t
ope
rmit
relia
ble
estim
ates
.T
he r
eade
r is
cau
tione
d to
avo
id in
terp
retin
g th
ese
subg
roup
diff
eren
ces
as c
ausa
l rel
atio
nshi
ps.
Mat
hem
atic
s, G
rade
419
96
Mal
es o
utpe
rfor
med
fem
ales
.
Whi
tes
outp
erfo
rmed
Bla
cks
and
His
pani
cs.
Stu
dent
s in
urb
an fr
inge
s/la
rge
tow
ns o
utpe
rfor
med
stu
dent
s in
cent
ral c
ities
.
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.
Mat
hem
atic
s, G
rade
819
96
Whi
tes
outp
erfo
rmed
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.
4214
Sta
tistic
ally
Sig
nific
ant D
iffer
ence
s in
Sub
grou
p P
erfo
rman
ce o
n N
AE
P
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.
13
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent i
n W
isco
nsin
, 199
8, w
as d
esig
ned
and
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
Wis
cons
in's
rep
ort w
as p
rovi
ded
by J
ulie
Kan
e an
d M
iche
lle B
rysk
i, O
ffice
of th
e G
over
nor
of W
isco
nsin
; Dw
ayne
Will
iam
s, O
ffice
of S
tate
Rep
rese
ntat
ive
Cog
gs; a
nd C
hris
toph
er H
arrin
gton
and
Em
ily W
urtz
of t
he N
atio
nal E
duca
tion
Goa
ls P
anel
.M
any
than
ks a
re d
ue to
Les
lie L
awre
nce
and
Em
ily W
urtz
of t
heN
atio
nal E
duca
tion
Goa
ls P
anel
; Peg
gy C
arr
and
Gar
y P
hilli
ps o
f the
U.S
.D
epar
tmen
t of E
duca
tion;
and
the
mem
bers
of t
he N
atio
nal E
duca
tion
Goa
lsP
anel
's W
orki
ng G
roup
for
feed
back
on
earli
er d
rafts
of t
hese
rep
orts
.S
peci
alth
anks
go
to th
e in
divi
dual
s lis
ted
belo
w w
ho a
ssis
ted
with
rep
ort p
rodu
ctio
nan
d da
ta a
cqui
sitio
n.
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 4
Nat
iona
l Edu
catio
n G
oals
Pan
el S
taff
Ken
Nel
son
Exe
cutiv
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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 5
1 5
Res
pons
e C
ard
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent i
n W
isco
nsin
, 199
8
The
Nat
iona
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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
t in
Wis
cons
in, 1
998.
Ple
ase
take
a fe
w m
omen
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Ver
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Wel
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oorly
Ver
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oorly
3.H
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f at a
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the
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ave
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ou b
ette
r?
4 6
4.H
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e da
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?
(1 =
not
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y us
eful
and
5 =
ver
y us
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)
Par
t1
Impr
ovem
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Tim
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12
34
5N
/A
Par
t 2S
tate
Com
paris
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12
34
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Par
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ubgr
oup
Per
form
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12
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Inte
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34
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4 7
Mat
hem
atic
s an
d S
cien
ce A
chie
vem
ent i
n W
isco
nsin
, 199
8
5. P
leas
e ch
eck
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opie
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Res
pons
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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
ds a
nd 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
ity P
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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oals
Pan
el
1255
22n
d S
tree
t, N
W, S
uite
502
Was
hing
ton,
DC
200
37
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