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Mathematics education in the United States varies considerably from one state to the next, and even within a single state. However, with the adoption of the Common Core Standards in most states and the District of Columbia beginning in 2010, mathematics content across the country has moved into closer agreement for each grade level.
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
From 2007 to 2009, the achievement gaps for the majority of states stayed the same, although more fluctuations were seen at the 8th grade level than the 4th grade level. [18] [19] The Black-White gap demonstrates: [18] In mathematics, a 26-point difference at the 4th grade level and a 31-point difference at the 8th grade level.
The Common Core State Standards Initiative, also known as simply Common Core, was an American, multi-state educational initiative begun in 2010 with the goal of increasing consistency across state standards, or what K–12 students throughout the United States should know in English language arts and mathematics at the conclusion of each school grade.
From there education models differ as elementary school can last anywhere from grade 5 (age 10–11) to grade 8 (age 13–14) depending on the structure. Some states have middle schools which is part of secondary education and between elementary school and high school encompassing grades from 6 to 9, while others have no middle school and ...
Although math scores for Black students improved, only 19% met the learning standards. About 7% of district students are Black. Latinos make up about 3 in 4 students; about 24% met math earning ...
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The difference in score for the first paper ranged from 64% to 98% and the second ranged from 50% to 97%. [12] It was made clear to Starch and Elliott that every instructor has their own difference in view in regards to academic performance. The same result occurred with mathematics, two student papers were sent to 128 high school math instructors.
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