NAEP 1996 mathematics state report for Iowa /

"NCES 97-974 IA"--P. [4] of cover.

NAEP 1996 mathematics state report for Virginia /

"NCES 97-974 VA"--P. [4] of cover.

NAEP 1996 mathematics state report for Arizona /

"NCES 97-974 AZ"--P. [4] of cover.

NAEP 1996 mathematics state report for New York /

"NCES 97-974 NY"--P. [4] of cover.

NAEP 1996 mathematics state report for Missouri /

"NCES 97-974 MO"--P. [4] of cover.

NAEP 1996 mathematics state report for Alabama /

"NCES 97-974 AL"--P. [4] of cover.

NAEP 1996 mathematics state report for Utah /

"NCES 97-974 UT"--P. [4] of cover.

NAEP 1996 mathematics state report for Mississippi /

"NCES 97-974 MS"--P. [4] of cover.

NAEP 1996 mathematics state report for Washington /

"NCES 97-974 WA"--P. [4] of cover.

Evaluation of the sustainability of water withdrawals in the United States, 1995 to 2025

To evaluate the long term sustainability of water withdrawals in the United States, a county level analysis of the availability of renewable water resources was conducted, and the magnitudes of human withdrawals from surface water and ground water sources and the stored water requirements during the warmest months of the year were evaluated. Estimates of growth in population and electricity generation were then used to estimate the change in withdrawals assuming that the rates of water use either remain at their current levels (the business as usual scenario) or that they exhibit improvements in efficiency at the same rate as observed over 1975 to 1995 (the improved efficiency scenario). The estimates show several areas, notably the Southwest and major metropolitan areas throughout the United States, as being likely to have significant new storage requirements with the business-as-usual scenario, under the condition of average water availability. These new requirements could be substantially eliminated under the improved efficiency scenario, thus indicating the importance of water use efficiency in meeting future requirements. The national assessment identified regions of potential water sustainability concern; these regions can be the subject of more targeted data collection and analyses in the future.

Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States

Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S. The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement. Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country. U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.

Outcome of the Public Consultation on the Draft Opinion of the Scientific Panel on Dietetic Products, Nutrition, and Allergies (NDA) on Dietary Reference Values for Fats, Including Saturated Fatty Acids, Polyunsaturated Fatty Acids, Monounsaturated Fatty Acids, Trans Fatty Acids, and Cholesterol

On 2 July 2009, the EFSA Panel on Dietetic products, Nutrition and Allergies (NDA) endorsed a draft Opinion on Dietary Reference Values for fats to be released for public consultation. This Scientific Report summarises the comments received through the public consultation and outlines how these were taken into account in the final opinion. EFSA had received contributions from 40 interested parties (individuals, non-governmental organisations, industry organisations, academia and national assessment bodies). The main comments which were received during the public consultation related to: the availability of more recent data, the nomenclature used, the use of a non-European food composition data base, the impact of genetic factors in modulating the absorption, metabolism and health effects of different fatty acids, the definition of “nutritionally adequate diet”, the use of Dietary Reference Values in the labelling of foods, the translation of advice into food-based dietary guidelines, nutrient goals and recommendations, certain risk management issues, and to Dietary Reference Values of fats, individual fatty acids, and cholesterol. All the public comments received that related to the remit of EFSA were assessed and the Opinion on Dietary Reference Values for fats has been revised taking relevant comments into consideration.

Governing the transition to higher levels of education and differences between achievement and school grades by gender

The author will explore the performance of boys and girls in external examinations in Slovenia at the beginning of upper secondary and tertiary education. These are critical points in students’ educational career at which he/she has to choose a school/university. Since both transitions are managed centrally by appropriate authorities, this is also a question of Educational Governance. Transitions between levels of education should, above all, assure fairness in selection procedures. At the point of transition to upper secondary schools we will explore differences between students’ achievements in various school subjects tested at the national assessment of knowledge (NA), and their school grades by gender. Since only school grades are used as admission criteria to upper secondary schools, this comparison of school grades with external and more objective measure of students’ achievement will show possible bias. In Slovenia admission to tertiary education usually consists of (externally assessed) Matura results and school grades in the last two years of upper secondary school. The author will compare the effects of both most commonly used measures of academic achievement on admission in view of gender differences. Study courses where selection procedure was actually applied will be of specific interest since they can show signs of (un)fairness. Results show signs of bias and build case for better Educational Governance. (DIPF/Orig.)

My school, my market

Australia’s Education Revolution, launched in 2008, emphasised equity as a key reason for reforms. It identified ‘pockets of disadvantage’ as one of the main problems that needed to be addressed through its reforms. Through a series of translations, the problem of ‘pockets of disadvantage’ was converted to one of a lack of information, a lack of comparable metrics and the absence of an informed public, leading to a number of solutions such as the development of a national assessment scheme and the My School website. In this paper, using the theoretical and methodological resources of actor-network theory, I argue that these translations were also, simultaneously, the processes by which the Australian education space was further ‘marketised’. These marketisation processes involved homogenisation, whereby schools were rendered comparable through the development of common evaluation and common metrics; the development of informational resources that enabled parents to function as economic agents and exert ‘market forces’; and coordinating the activities of the actors through the My School website. The paper concludes with a discussion of how such descriptive analyses might serve as critique.

The performative politics of NAPLAN and Myschool

From the moment Australia’s newly elected Labor government announced in 2008 its intention to introduce a national assessment scheme for Australian schools, and to publish the results of these assessments on a public website, it courted controversy. The National Assessment Program – Literacy and Numeracy (NAPLAN) and the MySchool website were introduced as part of the new government’s ‘transparency agenda’ and have been widely discussed and debated. NAPLAN is seen not only as an assessment of students, but also of the schools they attend. On the MySchool website, all of Australia’s nearly 10,000 government and non-government schools that receive government funding are required to present a range of information, including their NAPLAN results. The results are displayed in a comparative format, against the results of 59 other similar schools, as well as against its own past performance. Only selective special purpose schools are exempt from reporting their NAPLAN results.