By Peter Kloosterman, Doris Mohr, Crystal Walcott

This quantity is meant for researchers, curriculum builders, coverage makers, and school room academics who wish entire details on what scholars at grades four, eight, and 12 (the grades assessed through NAEP) can and can't do in arithmetic. After introductory chapters at the layout of NAEP, the quantity encompasses a bankruptcy at the demanding situations in examining NAEP info on the merchandise point via 5 chapters that document 2005 via 2013 pupil functionality on particular evaluate goods. those chapters are prepared by means of content material quarter after which by way of subject (e.g., figuring out of position worth, wisdom of modifications, skill to exploit metric and U.S. structures of size) and hence supply baseline info at the percentage of scholars who're capable of entire the math initiatives at the moment utilized in the higher simple, heart, and high‐school arithmetic curriculum. extra chapters specialize in pupil reasoning, U.S. functionality on overseas checks, and utilizing build research instead of percentage right on clusters of things to appreciate scholar wisdom on particular arithmetic subject matters. a number of topics emerge from the quantity. One is that whereas the speed of development in arithmetic studying in grades four and eight has slowed in recent times, it has slowed extra on a few issues than others. one other is that quite minor adjustments in wording may have major results on scholar functionality and therefore it really is tough to be particular approximately what scholars can do with no figuring out precisely what questions they have been requested. a 3rd subject is that adjustments in functionality through the years can occasionally yet now not consistently be understood by way of what scholars are taught. for instance, there have been tremendous earnings on a number of grade four goods requiring knowing of fractions and that's most likely as the volume of guide on fractions in grades three and four has been expanding. against this, whereas fairly few twelfth‐grade scholars have ever been sturdy at factoring trinomials, functionality in this ability appears to be like lowering. this means that whereas extra scholars are finishing complicated arithmetic classes in highschool, those classes are usually not assisting within the sector of factoring trinomials. eventually, there are boundaries to utilizing NAEP as a degree of pupil functionality at the universal center kingdom criteria. To the level that NAEP can be utilized, despite the fact that, the NAEP info exhibit a considerable hole among expectancies and function.