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The Effect of No Child Left Behind Legislation and the Various Standards of the National Council of Teachers of Mathematics on the Development of Middle School Mathematics Standards in Each of the Fifty States of the United States

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Identifier	Thesis 1850
Author	Phillips, Rochelle L.
Title	The Effect of No Child Left Behind Legislation and the Various Standards of the National Council of Teachers of Mathematics on the Development of Middle School Mathematics Standards in Each of the Fifty States of the United States
Publisher	Central Connecticut State University
Date	2005
Resource Type	Master's Thesis
Notes	The federal law commonly called, No Child Left Behind (NCLB), requires that all states assess their students to determine how well they are functioning in mathematics and other areas as well. This study investigated the importance of middle school mathematics standards, related to achievement on the National Assessment of Educational Progress (NAEP) assessment in the middle school level. This study assessed the impact the National Council of Teachers of Mathematics (NCTM) Principles and Standards have on each state's middle school mathematics standards, and how middle school mathematics students performed on the NAEP standardized assessment. Educational standards for middle school mathematics were obtained for each of the 50 states, on their state website, and evaluated to develop tabulations for the analysis of the findings compared to the NCTM Principles and Standards requirements. The comparisons highlight the similarities and differences noted among each state's educational mathematics standards and the expectations developed by the NCTM. The 2003, grade eight mathematics assessment results from NAEP were obtained for all 50 states from the website ed.gov. Each state was ranked according to and compared to the performance of the nation as a whole on NAEP. Results suggest that whether a state explicitly referenced the NCTM Principles and Standards or not, it is not essential for good performance on the NAEP assessment. Ten states did not show explicit reference to using the NCTM Principles and Standards and seven (70%) of those states performed at or above proficiency on the NAEP assessment. While forty states showed explicit reference to using the NCTM Principles and Standards, twenty-seven (67%) of those states performed at or above proficiency on the NAEP assessment. This study shows that states that explicitly reference the NCTM Principles and Standards while writing their middle school mathematics standards perform above as well as below the nation on the NAEP assessment. Additionally, states that did not explicitly reference the NCTM Principles and Standards also perform above as well as below the nation on the NAEP assessment.
Subject	Educational law and legislation -- United States Mathematics -- Study and teaching (Middle school)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734074
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The Effect of No Child Left Behind Legislation and the Various Standards of the National Council of Teachers of Mathematics on the Development of Middle School Mathematics Standards in Each of the Fifty States of the United States

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