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6
MATHEMATICS ASSESSMENT SUMMIT \ NAT'L ACAD. OF SCIENCES
WEDNESDAY, APRIL 24, 1991 \ 1:45 P.M.
[[ SECRETARY ALEXANDER, DR. ALLAN BROMLEY, DR. FRANK
PRESS
You KNOW, WHEN I FIRST HEARD I WAS INVITED
TO A MATH SUMMIT, I HAD IMAGES OF GORBACHEV AND ME,
GOING HEAD-TO-HEAD IN LONG DIVISION. III AT LEAST
BOTH OF US MANAGED TO AVOID THE POP QUIZ YOU ALL HAD TO
TAKE. ]]
BUT YOUR PURPOSE HERE TRANSCENDS PUBLIC FIGURES.
IT CONCERNS OUR NATION'S FUTURE.
- 2 -
OF THE SIX NATIONAL EDUCATION GOALS WE ESTABLISHED
WITH THE NATION'S GOVERNORS LAST YEAR, YOU'RE HELPING
TO REALIZE ONE OF THE MOST AMBITIOUS: THAT AMERICAN
STUDENTS BE FIRST IN THE WORLD IN MATH AND SCIENCE
ACHIEVEMENT BY THE YEAR 2000.
THIS CHALLENGING GOAL -- WORTHY OF A GREAT NATION
AND ITS FUTURE AMBITIONS -- PLAYS AN IMPORTANT ROLE IN
OUR AMERICA 2000 STRATEGY TO RE-INVENT THE AMERICAN
SCHOOL.
- 3 -
WE CAN'T EXPECT KIDS TO MEET THE TEST OF WORLDWIDE
COMPETITION -- UNLESS WE FIRST ESTABLISH WORLD-CLASS
STANDARDS -- STANDARDS THAT DEFINE THE KNOWLEDGE AND
SKILLS WE EXPECT STUDENTS To LEARN AND MASTER. ONCE WE
HAVE SET STANDARDS, WE MUST ASSESS OUR PROGRESS IN
MEETING THEM.
I SALUTE THE MATHEMATICAL SCIENCES EDUCATION BOARD
FOR HOSTING THIS CONFERENCE, THE NATIONAL EDUCATION
GOALS PANEL, FOR THIS AFTERNOON'S FORUM -- AND ABOVE
ALL, I THANK THE EDUCATORS AND POLICY-MAKERS HERE.
- 4 -
You HAVE LABORED FOR YEARS To REACH CONSENSUS ON
STANDARDS FOR MATHEMATICAL SKILLS AND PERFORMANCE. I
COMMEND YOU FOR YOUR COMMITMENT -- AND YOUR
ACHIEVEMENT.
WE CANNOT BLAZE A TRAIL TO THE FUTURE UNTIL WE KNOW
WHERE WE STAND. THE VOLUNTARY AMERICAN ACHIEVEMENT
TESTS, A CORNERSTONE OF OUR AMERICA 2000 STRATEGY, WILL
MEASURE ACHIEVEMENT IN FIVE CORE SUBJECTS, INCLUDING
MATHEMATICS.
- 5 -
I HAVE CHALLENGED THE NATION TO HAVE A TEST READY FOR
THE 4TH GRADERS OF 1993, AND TO PRODUCE TESTS FOR 8TH
AND 12TH GRADERS SOON AFTER.
I ASK EACH OF YOU TO HELP THE PUBLIC UNDERSTAND THE
PURPOSE OF STANDARDS AND ASSESSMENTS -- AND TO MAKE
SURE OUR ACHIEVEMENT TESTS MOTIVATE AND INSPIRE OUR
STUDENTS.
LET'S ALSO SEE THAT THESE TESTS MOTIVATE AND
INSPIRE OUR SCHOOLS.
90
- 6 -
THAT THEY MAKE SCHOOLS MORE ACCOUNTABLE TO THE PEOPLE
THEY SERVE. THAT THEY RESTORE THE KIND OF COMPETITION
AND PRIDE ESSENTIAL FOR EDUCATIONAL EXCELLENCE. THAT
THEY TELL US WHERE WE STAND -- so WE MAY START THE
JOURNEY TO WHERE WE WANT TO GO.
WE IN THE FEDERAL GOVERNMENT ARE PARTNERS WITH YOU
IN ADVANCING THE CAUSE OF EDUCATIONAL EXCELLENCE.
- 13 -
ALL OF YOU HAVE HELPED SET OFF AN AMERICAN EDUCATIONAL
RENAISSANCE. I THANK YOU FOR WHAT YOU'VE DONE -- AND
FOR WHAT YOU WILL ACHIEVE. MAY GOD BLESS YOU AND THE
UNITED STATES OF AMERICA.
#
#
#
(Lange/Simon)
April 24, 1991
11:30 A.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press..
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. 111 At least both of us managed to avoid the pop
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
of the six National Education Goals we established with the
nation's governors last year, you're helping to realize one of
the most ambitious: that American students be first in the world
in math and science achievement by the year 2000.
This challenging goal -- worthy of a great nation and its
future ambitions -- plays an important role in our America 2000
strategy to re-invent the American school.
We can't expect kids to meet the test of worldwide
competition -- unless we first establish world-class standards
-- standards that define the knowledge and skills we expect
students to learn and master. Once we have set standards, we
must assess our progress in meeting them.
I salute the Mathematical Sciences Education Board for
hosting this conference, the National Education Goals Panel, for
2
this afternoon's forum -- and above all, I thank the educators
and policy-makers here. You have labored for years to reach
consensus on standards for mathematical skills and performance.
I commend you for your commitment -- and your achievement.
We cannot blaze a trail to the future until we know where we
stand. The voluntary American Achievement Tests, a cornerstone
of our America 2000 strategy, will measure achievement in five
core subjects, including mathematics. I have challenged the
nation to have a test ready for the 4th graders of 1993, and to
produce tests for 8th and 12th graders soon after.
I ask each of you to help the public understand the purpose
of standards and assessments -- and to make sure our achievement
tests motivate and inspire our students.
Let's also see that these tests motivate and inspire our
schools. That they make schools more accountable to the people
they serve. That they restore the kind of competition and pride
essential for educational excellence. That they tell us where we
stand -- so we may start the journey to where we want to go.
We in the federal government are partners with you in
advancing the cause of educational excellence. Secretary of
Energy James Watkins has chaired a committee that has produced
the first inventory of federal activities that directly influence
science, math, engineering and technical education.
As you know, we must improve training for pre-college math
and science teachers. We need to attract more women and
minorities into science and technology.
3
The budget we sent to Congress this year calls for a 13
percent increase for math and science education; for a total of
nearly $2 billion.
But you understand that the federal government can play only
a limited role in making America's students first in math and
science. Dollars alone won't do the job. Real excellence
demands a commitment from us all. Everyone must declare: we
will re-invent the American school. We will achieve our
ambitious National Education Goals.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
*
Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
How can we create tests to ensure not just that our best
students are as good as any in the world, but that our average
students achieve world-class status?
*
How can we emphasize testing that encourages better
teaching -- that doesn't weed kids out, but develops better math
skills for all?
Every student needs goals and challenges. Every school
needs goals and challenges. I hope your work will help every
American student, and every American teacher, reach our National
Education goals.
Many of you already have shown the way. Consider one member
of today's audience. Larry Williams, a math teacher at Eutaw
4
High School in rural Alabama and a member of the Mathematical
Sciences Education Board -- has lit a fire under his students,
many of whome come from poor or disadvantaged homes. His math
teams can compete with any other teams in Alabama and throughout
the Southeast.
When people ask how America can become first in the world in
math and science by the year 2000, I point to teachers like Larry
Williams -- dedicated professionals who help all our children
reach their potential. All of you have helped set off an
American educational renaissance. I thank you for what you've
done -- and for what you will achieve. May God bless you and the
United States of America.
# # #
staffed
(Lange/Simon)
April 23, 1991
2:45 P.M.
[MATHSUM.TS]
PRESIDENTIAL REMARKS:
MATHEMATICS ASSESSMENT SUMMIT
THE NATIONAL ACADEMY OF SCIENCES
WEDNESDAY, APRIL 24, 1991
1:45 p.m.
[[ Secretary Alexander, Dr. Allan Bromley, Dr. Frank Press
You know, when I first heard I was invited to a Math Summit,
I had images of Gorbachev and me, going head-to-head in long
division. III At least both of us managed to avoid the pop
Many
quiz you all had to take. ]]
But your purpose here transcends public figures. It
concerns our nation's future.
America
2000
Of the six National Education Goals we established with the
8-9
P.
nation's governors last year, you're helping to realize the most
ambitious: that American students be first in the world in math
and science achievement by the year 2000.
It's a challenging goal -- worthy of the future we want for
our children. And it begins with the kind of work you've
undertaken here.
In a competitive world, we can't expect kids to pass the
test of international competition until we know how to test our
kids. In our schools and among our teachers, we can't make
progress, until we know how to measure progress.
I commend the National Education Goals Panel for convening
this conference -- the Mathematical Sciences Education Board, for
2
holding its regional hearings -- and above all, I thank the
educators and policy-makers here today.
Over the past year, an inter-agency Committee on Education
Steve
and Human Resources, headed by Secretary of Energy James Watkins,
Olson
has put together an integrated program designed to advance
OSTP
science and math education.
That committee wants to improve training for pre-college
math and science teachers. It hopes to attract more women and
minorities into science and technology. It has produced the very
first inventory of federal activities that directly influence
science, math, engineering, and technical education.
FY 92
The budget we sent to Congress this year calls for a 13
Budge +
part II
percent increase for this program, for a total of nearly $2
P. 14
Table A-3
billion. But while we've increased spending on education by 33
America
2000
percent since 1981, I don't imagine anyone in this room would
5
p.
claim education is 33 percent better.
[[ In my mind, the numbers just don't add up. But I'm still
puzzling over that legendary Gary Larson cartoon -- where, after
Carolyn
doing elaborate, complex calculations, Einstein discovers that
Cauley
Time is actually Money. ]]
You understand that the federal government alone cannot make
America's students first in math and science by the end of this
century. Everyone must declare: we will reinvent the American
school. It will take all of us, working together, to achieve our
ambitious National Education Goals.
3
Efforts like yours help show the way to that future, and
they help highlight the importance of first-rate assessment. We
cannot blaze a trail to the future until we know where we stand.
speech
I've called for voluntary American Achievement Tests, beginning
4-18-91
with a test for 4th graders in September 1993, and tests for 8th
and 12th graders soon after.
So, as you consider your "principles, goals, and actions"
for math assessment, I'd ask you to keep a few questions in mind:
*
Consider what it means to be "best in the world" -- and
the kind of balance our students will need, between theoretical
math, and practical, applied skills for life.
*
It's generally agreed that our best are as good as the
world's best -- but how will we create tests that ensure that our
average students achieve world-class status?
*
How can we emphasize testing that leads to better
teaching -- using tests not to weed kids out, but to develop
better math skills for all?
Finally, I ask each of you to help the public understand the
purposes of tests and assessments -- and to make sure those tests
are used the way they're designed and intended.
Every student needs goals and challenges. I hope your work
on these tests will help every American student, and every
American teacher, reach their fullest potential.
Your efforts today put you on the leading wave of an
education renaissance. They assure that we will not simply
reform our schools. We will reinvent the American school.
4
This is a great and exciting challenge, and I thank you for
taking such an active role joining in our effort to revitalize
all our schools. Thank you for everything you're doing to shape
our future -- and may God bless the United States of America.
# # #
Mathematical Sciences Education Board
NATIONAL SUMMIT ON MATHEMATICS ASSESSMENT
April 23 - 24, 1991
National Academy of Sciences
Sheraton Washington Hotel
MSEB
2101 Constitution Avenue, N.W.
2660 Woodley Road, N.W.
Washington, D.C.
Washington, D.C.
Tentative Agenda
Tuesday, April 23, 1991
1:00 pm - 2:00 pm
PLENARY SESSION
NAS Auditorium
Presider
Lamar Alexander, Secretary of Education;
Chairman, National Summit on Mathematics Assessment
Welcome
Alvin W. Trivelpiece, Director, Oak Ridge National Laboratory;
Chairman, Mathematical Sciences Education Board
Greetings
Philip M. Smith, Executive Officer, National Research Council
Opening Address
Shirley A. Hill, Curator's Professor of Mathematics & Education,
University of Missouri - Kansas City;
Past Chairman, Mathematical Sciences Education Board
"The Vision: World Class Mathematics Education for
Achieving the Nation's Goals"
Charge
Lamar Alexander, Secretary of Education
"The Challenge: Building Consensus on Directions for
Mathematics Assessment"
2:00 pm - 5:00 pm
SMALL GROUP SESSIONS
National Academy of Sciences
In small groups, Summit participants will discuss the draft document, Principles, Goals,
and Actions for Mathematics Assessment, developed by the Steering Committee, and will
recommend revisions and additions to it. Each group discussion will be led by a member
of the Steering Committee.
6:00 pm - 9:00 pm
RECEPTION & BANQUET
Sheraton Washington Ballroom
Welcome
Lamar Alexander, Secretary of Education
Greetings
Mark O. Hatfield, United States Senator, Oregon
Walter Massey, Director, National Science Foundation
The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering to serve government and other organizations
Tuesday, April 23, 1991 (cont.)
Panel Discussion "Changes in the Classroom: Implications for State and National
Policy on Mathematics Assessment"
Moderator
Mary Harley Kruter, Project Director, National Summit on
Mathematics Assessment
Panelists
Arnold Cutler, Mounds View High School, St. Paul, Minnesota
Paula Duckett, River Terrace Community Elementary School,
Washington, D.C.
Mardi Gale, El Rodeo Middle School, Los Angeles, California
Wednesday, April 24, 1991
9:00 am - 10:00 am
PLENARY SESSION
NAS Auditorium
Presider
Alvin W. Trivelpiece, Chairman, Mathematical Sciences Education
Board
Welcome
Frank Press, President, National Academy of Sciences
Remarks
David Hamburg, President, Carnegie Corporation of New York
lan Ross, President, AT&T Bell Laboratories
Keynote Address
Lamar Alexander, Secretary of Education
[Title Forthcoming]
10:00 am - 11:00 am
PLENARY SESSION
NAS Auditorium
Presider
Iris M. Carl, President, National Council of Teachers of Mathematics;
Vice-Chair, Mathematical Sciences Education Board
Panel Discussion
"How will we know when American mathematics education has
become world class and American students are first in the world?"
Moderator
Roy Romer, Governor of Colorado;
Chairman, National Education Goals Panel
Panelists
Gordon Ambach, Executive Director, Council of Chief State School
Officers
Nancy S. Cole, Executive Vice-President, Educational Testing Service
John Dossey, Professor of Mathematics, Illinois State University;
Past President, National Council of Teachers of Mathematics
Wednesday, April 24, 1991 (cont.)
Emerson Elliott, Acting Commissioner, National Center for Education
Statistics, U.S. Department of Education
Robert Linn, Professor of Education, University of Colorado;
Co-Director, Center for Research on Evaluation Standards and Student
Testing
Thomas Romberg, Professor of Mathematics Education, University
of Wisconsin - Madison;
Director, National Center for Research in Mathematical Sciences
Education
11:30 am - 1:00 pm
GROUP SESSIONS
NAS Locations
A National Forum of the National Education Goals Panel
Governor Roy Romer, Secretary Lamar Alexander, Assistant to the President Roger
Porter, and other members of the National Education Goals Panel will meet with groups
of Summit participants to hear their reactions to the issues involved in monitoring progress
toward national education goals.
1:00 pm - 2:00 pm
MEDIA BRIEFING/LUNCH
NAS Lecture Room
WITH MAJOR SPEAKERS
2:00 pm - 3:00 pm
PLENARY SESSION
NAS Auditorium
Presider
Frank Newman, President, Education Commission of the States
Panel Discussion
"What is the role of assessment in making U.S. mathematics education
world class? How are the states initiating and achieving assessment
reform?"
Moderators
Lauren Resnick, Director, Learning Research Development Center,
University of Pittsburgh
Marshall Smith, Dean, School of Education, Stanford University
Panelists
Joan Barron, Education Consultant, Connecticut Department of
Education
Donald Chambers, Supervisor of Mathematics, Wisconsin Department
of Education
Bill Honig, Superintendent of Public Instruction, California
Joanne Lenke, Vice President, The Psychological Corporation
Richard Mills, Commissioner of Education, Vermont
Edward Roeber, Supervisor, Michigan Educational Assessment
Program, Michigan Department of Education
Wednesday, April 24, 1991 (cont.)
3:00 pm . 4:00 pm
PLENARY SESSION
NAS Auditorium
Presider
Lamar Alexander, Secretary of Education
Panel Discussion
"Next Steps: The Summit Agreements and Beyond"
Moderators
Manya Ungar, Immediate Past President, National Congress
of Parents and Teachers
Nellie Weil, Past President, National School Boards Association
Panelists
Gregory Anrig, President, Educational Testing Service
Roseann Bentley, Immediate Past President, National
Association of State Boards of Education
Shirley A. Hill, Curator's Professor of Mathematics & Education,
University of Missouri - Kansas City
George Madaus, Director, Center for the Study of Testing,
Evaluation, and Educational Policy, Boston College
Michael Nettles, Vice President for Assessment, University of
Tennessee
Donald Stewart, President, The College Board
4:00 pm - 5:00 pm
AUDIENCE RESPONSE
NAS Auditorium
5:00 pm
ADJOURNMENT
SMART test
- pop quing tonight
8th grade level
multiple choice
they get calculators
to show naky the test we' re
using
andience : ETS staff
policy makers from states
heads of ed groups
PTAs administrator
Dr. Frank Press
test
Bromley
alexander
Test taken by Summit participants
on 4/23
Standardized
Multiple-Choice
Arithmetic
Review
SMART
Test
Instructions: Use a #2 pencil to mark the
5.
What is the quotient when 8 1/4 is
correct answer to each question on the
divided by 4 1/2?
1.
separate optically scanned scoring sheet.
A. 2
4.5/8.25
81/4
B. 1/2
450
C. 1 5/6
3.75
D. 37 1/8
1.
Sporting Gear
3.
E. 4 2/11
Item
Prices
Shoes
$49.50
6.
Five cars are priced at $23,400,
Socks
$7.99
$16,800, $21,500, $28,700, and $32,600.
Shorts
$17.49
What is the average price of these cars?
Shirt
$12.99
A. $24,600
Sweatbands
$4.00
B. $24,700
If a sports enthusiast bought one of each of the
C. $24,000
five items, what would be the total cost?
D. $23,400
A. $43.46
71.97
E. $23,800
B. $163.88
C $97.97
7.
A service worker earns $15.75 per hour.
D
$91.97
How much does the worker earn for working
E. $88.01
37.25 hours?
A. $53.00
in
2.
In which way are the numbers 6.02, 6,
B. $586.69
15.75
IS
6.19, 6.2, and 6.029 written in order from least
C. $157.50
37.20
37
to greatest
D.
$372.50
78.75
los.
A. 6, 6.2, 6.02, 6.19, 6.029
E
$582.75
0
450
B. 6.029, 6.02, 6.19, 6.2, 6
C. 6, 6.02, 6.029, 6.2, 6.19
555
8.
If one angle of a right triangle measures
D
6, 6.02, 6.029, 6.19, 6.2
42 degrees, what are the measures of the other
E. 6, 6.2, 6.02, 6.19, 6.029
two angles?
A. 48 and 90
3.
A wire is 0.24 cm in diameter. A cable
B. 48. and 24
48
is 2.064 cm in diameter. How many times
C. 42 and 42
42
thicker than the wire is the cable?
D. 48 and 48
A. 8.6
E. 90 and 42
B. 1.824
24 12.064
C. 0.49536
9.
What is 7.5% of 840?
D. 2.304
A. 0.063
E. 0.254
B. 0.63
824
C. 6.3
84
4.
What are the next three terms in the
D 63
sequence 1, 4, 10, 19
.?
is
E. 630
A. 24, 30, 39
B 20, 24, 30
31
is
10.
Which is closest to the quotient when
C 31, 46, 64
1.4 trillion is divided by 249 million?
D. 31, 62, 93
A. 12 thousand
E. 23, 33, 52
B. 2 billion
C. 34 million
D. 2 hundred
E. 56 hundred
EVEN
SMARTER
TEST
OPEN-ENDED MATHEMATICAL PROBLEM
Instructions: Use this sheet to solve this problem. Write a complete justification
of each solution.
For an upcoming sports vacation, the Smith family has budgeted $250 for some new sports
clothing for their children, Mike and Karen. Mike would happily spend the entire $250 on a new
pair of sports shoes. Karen wants two new designer sports outfits that cost $85 each. However,
Mike must have at least one pair of sports shoes and two athletic shirts. Karen must have at least
one new sports outfit, a pair of sandals, and two sweatbands. The sports clothing must be
purchased from mail order catalogs.
Use at least three different mail order catalogs to develop two different purchasing plans that you
think would satisfy both Mike and Karen. Write a justification for each plan and include shipping
charges and tax.
FROM STEVE OLSON
Mark:
OSTP X2734
Here's some material, drawn largely from things I've written up here, that might help
with tomorrow's speech. Good luck.
Shirc
o
American education is now suffering from some extremely serious
breakdowns. Particularly at the precollege level, the education that many of our
young people are receiving is scandalously poor. For the first time in American
history, our children and grandchildren are now receiving a worse education than
their parents and grandparents received.
0 As is the case throughout society, science and technology are becoming an
ever more important part of the educational enterprise. Jobs requiring high levels of
scientific and technical training are the most rapidly growing segment of the labor
market. But our schools are not producing nearly enough scientifically literate and
technically training individuals to meet the demand. International comparisons show
the United States at or near the bottom in scientific and mathematical achievement.
If we cannot educate our young people properly, scientific and technological
supremacy will inevitably pass from the United States to other countries.
0
The importance of science and technology is apparent in the National
Education Goals established by the President and the nation's Governors last year.
Of the six goals, three directly involve science and technology, including the most
ambitious of the six, that American students be first in the world in science and
technology by the year 2000.
math I
0
Revitalizing and reforming American education will require a partnership
among all sectors of society. But the federal government, even though it provides only
about 6 percent of total spending for elementary and secondary education, can play a
leadership role by highlighting national problems, mobilizing national support, and
funding programs that offer unique national solutions.
0
Over the past year, the interagency Committee on Education and Human
Resources, under the leadership of Secretary of Energy James Watkins, has put
together an integrated, government-wide program designed to significantly advance
Part II
p. 93
4-A
col.2
science and mathematics education. As part of that effort, the committee produced,
for the first time, an inventory of all of the activities in the federal government that
directly influence science, mathematics, engineering, and technical education. And in
the budget sent to Congress last month, the President proposed a 13 percent increase
for this interagency program, to a total of nearly $2 billion.
0 Two points deserve special attention. The first is that the single highest
priority, in the eyes of the committee, is the education and training of precollege
mathematics and science teachers. Very few precollege teachers are fully qualified to
teach science and mathematics, yet these are the individuals that we must rely on for
our future flow of scientists and engineers, because, in contrast to most other
professions, those students who go on to become scientists and engineers usually make
career decisions in junior high school or even earlier.
0
The other pressing need identified by the committee is to attract far more
people to science and technology from groups that have been underrepresented in
these areas. The number of college-age students is going to continue to fall well into
the 1990s, and of the new entrants into the workforce between now and the year 2000,
almost 70 percent are going to be women and minorities. Unless our high schools
and colleges become much more effective in terms of attracting women and minorities
into science and technology and retaining them once they are attracted -- the
personnel shortages that are predicted for the future are going to be worse than now
expected.
0 We are now looking seriously at the next iteration in developing a federal
program in mathematics and science education. Precollege education was the top
priority to emerge from the past year's work. A strong candidate for high priority in
the FY 1993 round is technician training, in the broad sense of the term. This is an
area where the United States has fallen behind other countries, especially Germany
and Japan, to the detriment of our high-technology industries.
0 These are important first steps, but of course the federal government alone
cannot guarantee the achievement of the National Education Goals. It is going to
take all of us working together to make the kind of progress they envision.
A
OFFICE OF PRESIDENTIAL ADVANCE
IN-TOWN EVENT CONTACT SHEET
Name
Office
Phone Number
Presidential Advance Office
456-7565
Presidential Advance Fax Number
456-2820
CRA16 RAY
Lead Presidenhal Advance 456-7565
PE6 HAZELRIEG
Presidenhal Advance
"
Kelley GANNON
PRESS LEAD
" "
JERRY WILLIAMS
USSS. LeAD ADV.
395-4011
Lou Soucy
usss - W.FO.
634-5100
Charlis David
uses- PTD
395-4011
Sarahleegen WH Sei.Ofe
395-6142
Donna Miller
USSS TSD
395-4005
John HORton
USSS TSD
395-4005
D hiver Hensley
USSS/UD mAgs
395-2020
ROBEE N. SMITH NAS
334-3100
ReGGIE ANDERSON NAS
334 3204
Bob Simon
WH speechwriting
456-7790
Caroline Berezny
WH Cabinet Affairs
456-2800
Daniel Casse
WH Cabinet Affairs
456-2800
Ginger Pinhols ter- NAS-News 334-2138
May Haley Kruta
Director, Nat Summit
334-1452
LArry BRYSON
WHCA
395-4070
Daryl Bright
WHCA
395 - 4077
Jim MANNING US DEPT.OFEPUICATON
401-0113
Cindy BIENVENUE nAs
334-2345
Michael anderson nos
334-2343
MATHEMATICAL SCIENCES EDUCATION BOARD
NATIONAL RESEARCH COUNCIL
818 Connecticut Avenue, NW
Suite 500
Washington, DC 20006
(202) 334-3294
Facsimile: (202) 334-1453
MSEB
WHAT'S BEING DONE ABOUT THE PROBLEM?
The mathematics education community is attempting to break the cycle of
narrowly-focused tests driving narrowly-focused instructional programs by
making assessment a positive force for strengthening mathematics education.
Mathematics educators are seeking valid means for reporting results to the public; they have
joined with public policy makers and the assessment industry to reform mathematics assessment.
At the National Summit on Mathematics Assessment, leaders of the public policy sector, the
assessment community, and the mathematics education community will reach consensus on
directions for change in mathematics tests and assessments. With these agreements, the
mathematics community expects to launch a consensus-building process to develop standards
for mathematics assessment to parallel the curriculum standards and the teaching standards
mathematics teachers have adopted.
Consensus-based national standards for mathematics assessment can guide teachers, schools,
and states as they develop and implement a greater variety of assessments methods. The
problem may not be in developing the standards themselves, but in developing them soon
enough for the change process that is already underway.
Several states and localities are developing alternative assessment methods for mathematics.
California is changing mathematics assessment to measure complex skills, such as problem
solving, with performance-based assessments.
Connecticut's testing program uses sampling procedures to measure program effectiveness with
tests of multiple-choice items and performance tasks in which students integrate content and
process to generate solutions to complex problems.
In Vermont, a two-part assessment program for mathematics includes a standardized test with
open-ended items and a state-wide sample of student portfolios. The portfolio assessment is to
show the depth and breadth of the mathematics curriculum in Vermont as well as to provided
indications of student progress and achievement in a wide range of mathematical concepts.
Massachusetts, Maryland, and Arizona are other states moving rapidly and very deliberately into
assessment systems that include alternative forms of assessment.
The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering to serve government and other organizations
The testing industry is becoming responsive to the demands for better mathematics tests.
Several of the large commercial testing companies are working with state education agencies
now on new mathematics assessments that will not be solely multiple-choice items measuring
only arithmetic skills. Arizona is working with Riverside Publishing Company, and Maryland with
CTBS/McGraw Hill. Other testing organizations, such as Educational Testing Service and the
Psychological Corporation, are developing alternative assessments for mathematics.
The educational measurement community is beginning to develop testing theories based on
current theories of cognition so that tests of all types can be significantly improved. As one ETS
psychometrician, Dr. Robert Mislevy, put it, "It is only a slight exaggeration to describe the test
theory that dominates educational measurement today as the application of twentieth century
statistics to nineteenth century psychology."
A major, highly visible change in assessment was announced by The College Board recently.
The College Board has decided to use open-ended items and permit the use of calculators on
the mathematics portion of the SAT beginning in 1994.
At the highest levels of education policy making, assessments with alternatives to multiple-choice
testing of minimum skills are being planned. The National Education Goals Panel has committed
itself to looking for authentic assessments of the performance of students and the performance of
educational systems in meeting the nation's education goals.
MATHEMATICAL SCIENCES EDUCATION BOARD
NATIONAL RESEARCH COUNCIL
818 Connecticut Avenue, NW
Suite 500
Washington, DC 20006
(202) 334-3294
Facsimile: (202) 334-1453
MSEB
PROPOSED PRINCIPLES, GOALS, AND ACTIONS
FOR MATHEMATICS ASSESSMENT
A paper for discussion at the
NATIONAL SUMMIT ON MATHEMATICS ASSESSMENT
"I have faith that Americans, once well-informed of the problems and issues, will
begin to figure out for themselves how to strengthen mathematics programs in their
local schools. This National Summit on Mathematics Assessment will help us all
to understand the issues and launch a national effort to inform the American public
about what it means to be first in the world in mathematics achievement and how
we can know if we have accomplished that goal."
-Lamar Alexander, Chairman
National Summit on Mathematics Assessment
February, 1991
The Steering Committee for the National Summit on Mathematics Assessment has spent
eight months learning and talking about assessment issues in mathematics education.
Based on that experience and the results of the regional hearings held by the
Mathematical Sciences Education Board, the Steering Committee and the MSEB
developed these draft principles, goals, and actions for your consideration. As a
participant in the National Summit on Mathematics Assessment, you will be discussing
these principles, goals, and actions with other leaders on April 23-24, 1991. Because you
are leaders and practitioners who must take responsible action on assessment, your
special attention to the proposed actions will be of great value. It is expected that in
these discussions, Summit participants will reach consensus and that these principles,
goals, and actions will become, with appropriate modifications, the Summit agreements.
This document is accompanied by two other documents, both of which provide important
background information for Summit participants. One is A Summary of the Regional Pre-
Summit Forums; the other is the background paper entitled Toward National Standards
for Mathematics Assessment.
The National Research Council is the principal operating agency. of the National Academy of Sciences and the National Academy of Engineering to serve government and other organizations
DRAFT
PRINCIPLES
The following principles are based on beliefs members of the Steering Committee share
about tests, assessments, and accountability systems.
---
The purposes of testing and assessment are to:
improve learning and teaching,
judge the effectiveness of instructional programs,
aid in selecting individuals for placement in educational programs or for
certification, and
report to many audiences the accomplishments and the needs of the
educational system.
Assessment is an integral part of the teaching-learning process. Results of tests and
assessments reveal what mathematics students know and can do, as well as what
mathematics they have yet to learn. With this information, teachers can make appropriate
instructional decisions for students, and students can learn how well they are progressing
in developing their mathematical abilities and in extending their knowledge of the
mathematics specified by the curriculum standards developed by the National Council of
Teachers of Mathematics (NCTM).
Quality tests and assessments are essential for program evaluation at local, state, and
national levels. Test results of student achievement in mathematics can be used in
conjunction with other indicators of program quality to provide parents, school officials,
public policy makers, and the public at large with information about how well instructional
programs in mathematics are working. Any tests and assessments used for program
evaluation must be founded on the consensus-based national standards for mathematics
curriculum and instruction.
Tests and assessments are essential for making good decisions about an individual's
placement in education programs and certification for a job. Because placement and
certification decisions affect educational opportunities and careers for individuals, no single
test or assessment should be used in isolation for making these decisions. Multiple-
sources of information must be used by educators for such decisions. Tests and
assessments used for placement or certification must not wrongly or unfairly classify
individuals. The content of assessments for placement and certification must be carefully
aligned with the real-life skills and performances required for the educational opportunity
or job.
Tests and assessments are also essential for evaluating the accomplishments and the
needs of educational systems. Because of the complexity of an education system, tests
must be only one of multiple sources of information used for needs assessment and for
evaluating accomplishment.
DRAFT
DRAFT
--- The content of a particular test or assessment is derived from the purpose
to be served, and different purposes require different tests and assessments.
Tests in mathematics education are not always used in a manner appropriate to their
design. Tests designed for diagnostic purposes are often used for evaluating programs;
scores from self-selected populations (for example, takers of the Scholastic Aptitude
Test) are used to compare districts and states; and results of commonly used
achievement tests that stress simple skills are used as indicators of more encompassing
mathematical achievement than warranted. In most cases, the misuse is not deliberate,
but simply the uninformed or misinformed efforts of those with good intentions.
-
The content of tests and assessments is derived from the consensus of the
discipline.
One inevitable consequence of tests and assessments is the importance users of tests
and test results place on them. The mathematical content of tests and assessments is
a clear, powerful message to students, parents, and teachers about what mathematics
it is important to know and to be able to do. It is essential, therefore, that the
mathematical content of tests reflect the best judgment of the professional community of
mathematics educators and mathematicians, and the broad-based consensus of the
public on the mathematics that it is necessary for the nation's youth to learn. The quality
of tests and assessments is defined by how well they measure the valued mathematical
knowledge, skills, and processes.
-- The primary use of results of tests and assessments is to promote the
development of the talents of all people.
Perhaps more than any other school subject, mathematics is used to filter students out
of educational opportunities. This must change. Mathematics tests and assessments
should be used to promote the development of mathematical abilities of all students, as
well as the effectiveness of schools and mathematics programs in developing those
student abilities. Scores and results of tests and assessments are meaningful and
valuable in developing human resources only if the tests and assessments are used for
the purpose for which they were designed and if the results are interpreted appropriately.
DRAFT
DRAFT
GOALS
Based on the principles presented above, the Steering Committee believes that the nation
needs:
tests and assessments aligned with the mathematical knowledge, skills, and
processes defined by the standards established by the National Council of
Teachers of Mathematics in Curriculum and Evaluation Standards for School
Mathematics, and aligned with instructional practice defined by the standards
established by the NCTM in Professional Standards for Teaching
Mathematics;
systems of program evaluation that can be used effectively by school
officials, public policy makers, and the public for holding schools
accountable for mathematics programs and student achievement, as well
as for monitoring progress toward the President's and the Governors'
national goals for mathematics achievement;
guidelines that can be used to judge the quality of all forms of mathematics
tests and assessments;
a variety of effective assessment methods with which to evaluate outcomes
of mathematics education;
public understanding of the various purposes of tests and assessments, the
meaning of test results, and the questionable practice of using tests for
purposes for which they were not designed; and
teachers and school administrators knowledgeable about and proficient in
the use of a wide variety of assessment methods, skillful in reporting the
results, and skillful in using results to improve instruction.
DRAFT
DRAFT
ACTIONS
Action has begun. The dearth of adequate assessments to measure the mathematics
described in the NCTM curriculum standards has spurred much activity. Several states
have mathematics curriculum frameworks based on the NCTM curriculum standards and
are moving rapidly to develop assessments that are aligned with the frameworks.
Educational measurement specialists and psychometricians, in the academic and private
sectors, are undertaking studies and serious discussion about alternative forms of
assessment with which to better measure mathematical processes. Measurement
organizations are modifying existing tests and beginning to develop new forms of
assessment. Some mathematics teachers are beginning to use performance tasks,
investigations, portfolios, essays, and other open-ended questions to assess students'
development of mathematical knowledge, skills, and processes.
Simultaneously, public policy makers are becoming better informed about how limited
current tests, assessments, and accountability systems are for measuring and monitoring
progress toward today's more demanding goals for education. The National Education
Goals Panel, established to monitor and report progress toward the national education
goals, has undertaken an intensive effort to develop recommendations for new
assessment and accountability systems that will be necessary for its task. The U.S.
Department of Education is working to strengthen the National Assessment of Educational
Progress (NAEP) so that it can provide even more information on the nation's progress
in pursuit of one of the national goals-the goal for American students to demonstrate
competency in challenging subject matter including English, mathematics, science, history,
and geography.
Emerging from the intense national dialogue about assessment across all disciplines, is
the realization that to have good assessments and accountability systems it is necessary
to have clear:
definition and public consensus on what it is that students must know and be
able to do in each discipline;
criteria by which to judge the worth or value of an assessment for its
intended purposes;
plans for the use of data to be generated by any given assessment; and
understanding of the potential impact on groups and individuals of any proposed
accountability system.
DRAFT
DRAFT
For mathematics, there is consensus on what mathematics students should know and be
able to do. The challenge now facing the mathematics education community is the
development of assessment standards--criteria that enable us to judge how well
assessments and assessment/accountalility systems provide valid, clear information to
the public on how well students are achieving and how good mathematics education
programs are.
The process of developing standards for mathematics assessment must involve more than
mathematics educators. It must involve test dévelopers, measurement specialists,
psychometricians, teachers, parents, mathematics supervisors, school administrators,
college and university faculty, and a host of public policy makers.
For all, there is a role. The challenge is to accelerate the process of developing standards
for mathematics assessment so that we can put in place the assessments and
accountability systems we need to support curriculum and instruction that will yield
success in meeting our national goals for mathematics.
The Steering Committee urges all of the following groups to become directly involved in
pursuit of the goals for mathematics assessment, and recommends the following actions
for each group:
School and College Faculty and Administrators
Base tests and assessments on the mathematical knowledge, skills, and
processes promulgated by NCTM in Curriculum and Evaluation Standards
for School Mathematics.
Interpret test and assessment results clearly and accurately to parents and to
the community.
Expand public knowledge and skill in understanding and interpreting results of
mathematics tests and assessments.
Accelerate research and development of alternative forms of assessment for
mathematics.
Ensure that teachers and school administrators become increasingly proficient
in the use of alternative assessments to improve learning and teaching.
DRAFT
DRAFT
Parents, Media, and Business and Industry
Judge the effectiveness of mathematics education programs on appropriate,
multiple sources of information.
Expect teachers, school administrators, school board members, and public
officials to report assessment results in clear and understandable terms.
Expect schools and education agencies to use assessment methods that are
aligned with the national standards for curriculum and instruction in
mathematics.
Promote development of and commitment to funding a long-term plan for
reforming mathematics tests and assessments.
Expect the media to report on the achievement of students and the quality of
instructional programs in mathematics in a complete and accurate manner
that contributes to greater public understanding of test results.
Makers and Administrators of Public Policy
Lead the nation in developing valid assessments for monitoring progress toward
the national goals for mathematics education.
Base large-scale assessment efforts on curriculum frameworks that meet the
national standards for mathematics curriculum.
Facilitate the revision of policies, regulations, and law that impede mathematics
assessment reform.
Expect that all government-funded mathematics programs be evaluated with
appropriate assessments of high quality.
Support school districts with the resources to train teachers and administrators
in assessment and in its use in improving learning and teaching.
Provide resources for long-term research on development, use, and impact of
alternative assessments for mathematics.
DRAFT
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NOILV DEPARTMENT
OF
APR.24 A10:
UNITED STATES DEPARTMENT OF EDUCATION
UNITED STATES or AMERICA
OFFICE OF THE DEPUTY UNDER SECRETARY FOR PLANNING. BUDGET AND EVALUATION
FAX COVER SHEET
TO
:
Mark Lange
White House (Speechwriting)
FROM: Randolph Beales
U.S. Department of Education
Name and telephone number of sender Randolph Beales
telephone number 401-0085 or 401-0094
No. of pages 3 including cover sheet.
Our fax number is (202) 401-2837
Your fax number is 456-6218
91 APR 24 A10 : 19
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002/003
April 23, 1991
MEMO FOR: WADE T. DYKE
FROM
:
RANDOLPH A. BEALES
RAB
SUBJECT : PRESIDENTIAL SPEECH AT THE MATH SUMMIT
The speech is a good one. Someone has done a good deal of
work. I just have the following comments.
The National Education Goals Panel is not convening this
conference. The Mathematical Sciences Education Board is hosting
it. The National Education Goals Panel is holding a forum in
conjunction with the Math Summit. Therefore, I would change the
last paragraph on the first page to read:
I commend the Mathematical Sciences Education Board for
hosting this conference and the National Education Goals Panel
for holding its forum today -- and above all, I thank the
educators and policy-makers here.
On page 2, I suggest changing the first sentence in the third
paragraph to read, "The budget we sent to Congress this year calls
for a 13 percent increase for this purpose, for a total of nearly
$2 billion." According to our budget staff, the $1.9 billion in
question is a total amount for a number of programs across the
federal government. Consequently, if we use the term, "program,"
people may wonder, "Which program?" Using "purpose" gets us around
that. At the end of that paragraph, we could also add the sentence
as transition (and to drive home the point), "Dollars alone just
won't do the job."
You may want to consider deleting the next paragraph with the
Gary Larson cartoon example. I am not sure that this makes your
point as well as you want it to do so.
On page 3, before the beginning of the last paragraph, after
you have talked about helping every American student reach their
fullest potential, you may wish to cite Larry Williams, the black
math teacher from rural Alabama who has done such wonders with the
disadvantaged students in his school, leading his school's math
teams to compete in (and frequently win) mathematics competitions
and tournaments. He comes highly recommended from Mary Harly
Kruter of the Mathematical Sciences Education Board and was the
1989 winner of the Presidential Award for Excellence in Science and
Mathematics Teaching for mathematics teachers in the State of
003/003
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Alabama. He will be present for the speech tomorrow. If you do
want to include something on him, following is a suggested insert:
will help every American student, and every American
teacher, reach their fullest potential.
Larry Williams, a math teacher at Eutaw High School in
rural Alabama and member of the Mathematical Sciences
Education Board, is doing just that. He is having great
success at helping the kids in his high school become excited
about learning and excelling in mathematics, And even though
his students there come overwhelmingly from poor and
disadvantaged backgrounds, Eutaw High's math teams are
competing with some of the best math schools in Alabama and
the Southeast
doing well in competitions and often
winning. So, when people question how America can become
first in the world in math and science by the year 2000, I
point them to teachers like Larry Williams
teachers who
are helping ALL of our children reach their full potential.
Your efforts today put you on the leading wave
It is a well-written speech. However, the speech might also
wish to emphasize the importance of setting high standards in
testing and assessments since setting high standards is an
important theme in the President's Education Reform Plan. The
speech might also mention the words, "America 2000."
MATHEMATICAL SCIENCES EDUCATION BOARD
NATIONAL RESEARCH COUNCIL
818 Connecticut Avenue, NW Suite 500 Washington, DC 20006
(202) 334-3294
Facsimile: (202) 334-1453
MSEB
TOWARD NATIONAL STANDARDS FOR MATHEMATICS ASSESSMENT
A Background Paper for Participants
NATIONAL SUMMIT ON MATHEMATICS ASSESSMENT
April 23-24, 1991
The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering to serve government and other organizations
OUR CHALLENGE IN MATHEMATICS EDUCATION
"Our national goal must be to make U.S. mathematics education the best in the
world. Nothing less will be adequate to fulfill American aspirations."
-National Research Council,
Everybody Counts,
January 1989
"By the year 2000, U.S. students must be first in the world in math and science
achievement."
-President George Bush,
State of the Union Address,
January 1990
American mathematics education must become world class if our students are to be first
in the world in mathematics achievement. As schools are restructured to better serve the
social and economic needs of the nation and its people, the infrastructure of mathematics
education must be greatly strengthened. Otherwise, our children will have no chance to
learn and to excel in the mathematics they need for living and working in the 21st century.
The mathematics education community is uniquely positioned to support the President,
the Governors, the States, and local districts in pursuit of national goals for mathematics
education. The mathematics community has developed and has begun to implement a
consensus-based national plan for revitalization of mathematics education. The nation's
plan is based on a strategy of national standards with local implementation---a strategy
that provides a degree of coherence among education programs across the country, yet
preserves the uniquely American legal and traditional practice of State responsibility and
local control of education.
The nation's plan for renewal of mathematics education cannot succeed with only the
mathematics education community involved. All Americans with responsibilities for and
vested interests in the whole of the American educational endeavor must:
participate in the democratic process of consensus-building on national goals
and standards for mathematics,
work arduously within their spheres of responsibility and cooperatively with all
others, contributing their talents to the common cause, and
commit to sustaining the American will to stay the course.
Nor can the nation's plan for renewal of mathematics education succeed if school reform
continues at its 1980s pace. The nation must accelerate its pace and more sharply focus
its human and fiscal resources on strengthening the infrastructure of mathematics
education.
A vital infrastructure will have:
curricula tailored to local needs but consistent with demanding national
standards for what mathematics ALL American students must know and be
able to do;
teachers well-trained in mathematics and able to meet the national professional
standards for teaching mathematics;
materials and equipment, including high quality technological tools such as
calculators, computers, and telecommunications, to support the teaching
and learning of mathematics in ways that hold promise of achieving the
nation's goals for mathematics achievement;
students and the public who recognize the value of mathematics for all citizens
and who expect that all students can and should succeed in school
mathematics; and
tests, assessments, and accountability systems that give students, teachers,
parents, policy makers, and the public clear and valid information about the
quality of instructional programs in mathematics and the level of mathematics
achievement of the nation's youth.
CHANGING MATHEMATICS
"Any successful effort to improve mathematics curricula and instruction in the
schools will require an extensive public information campaign that reaches all the
varied constituencies of mathematics education. These diverse publics must be
convinced in understandable language that a very different mathematics education
is both better and necessary for their children and for the country."
-National Research Council, Everybody Counts, 1989
"We must ensure that tests measure what is of value, not just what is easy to test.
What is tested is what gets taught. Tests must measure what is most important."
-National Research Council, Everybody Counts, 1989
The nation's mathematics teachers are leading a coordinated national reform effort. The
plan for restructuring school mathematics programs begins with fundamental redirections
of curriculum, instruction, and assessment. These changes are most easily described in
terms of what we want students and teachers to be able to do, and what assessments
must do for students, teachers, and others who require information about mathematics
education.
Curriculum
Goals for student performance are shifting from a narrow focus on
routine skills to development of broad-based mathematical power.
Broad-based mathematical power refers to students' ability to:
solve non-routine problems, individually and in groups;
reason logically;
communicate about mathematics and describe quantitative situations;
connect mathematical ideas to real situations; and
use thinking skills to select and apply routine procedural skills.
The repertoire of skills that now undergird mathematical power includes not only some
traditional paper-and-pencil skills, but also many more powerful capabilities. A few
examples of the latter are ones for which all students must be able to:
make decisions based upon the collection, representation, and
interpretation of real data;
use tables, graphs, spreadsheets, and statistical techniques to
organize, interpret, and present numerical information;
judge the validity of mathematical and technical information presented by
the media and others;
use computer software for mathematical tasks;
estimate orders of magnitude to confirm mental or calculator results; and
perform mental calculations and estimates with proficiency.
Instruction
Goals for teacher performance are shifting from authoritarian models
based on "transmission of knowledge" and "drill and practice" to student-
centered methods featuring "stimulation of learning" and "active involvement".
The familiar classrooms of passive students who are expected to absorb rules that appear
as arbitrary dicta are gradually giving way to learning environments that:
encourage students to explore;
help students to verbalize their mathematical ideas;
show students that many mathematical questions have more than one
right answer;
teach students through experience the importance of careful reasoning
and disciplined understanding;
make mathematics alive and exciting; and
build confidence in all children that they can learn mathematics.
The most useful metaphor for describing the modern teacher is that of an intellectual
coach. At various times, this will require that the teacher be:
a role model who demonstrates not just multiple paths to a solution but
also the false starts, the higher-order thinking skills, and the effort
that lead to the solutions of problems;
a questioner who challenges students to make sure that what they are doing
is reasonable and purposeful, and ensures that students can defend their
conclusions;
a moderator who poses questions to consider but leaves much of the decision
making to the students, working individually or in groups; and
an interlocutor who supports students by encouraging them to reflect on
their activities and to explore mathematics on their own.
Assessment
Needs for assessment information are shifting from single numerical descriptors of
minimum skills achievement to multiple descriptors of performance across a wide
range of mathematical skills and processes.
We need mathematics assessments that:
promote the development of mathematical power for all students;
communicate to students, parents, and teachers the mathematics students
know as well as the mathematics they have yet to learn;
measure the full range of mathematical knowledge, skills, and processes that are
valued and needed by society; and
communicate to school administrators, policy makers, and the public about the
quality of mathematics education in the nation's schools.
The means of assessing student achievement in mathematics must be expanded to
include judging of student products and performances such as:
responses to open-ended questions,
writings,
computer demonstrations,
debates,
presentations,
designs and inventions,
investigations, and
models and simulations.
STRATEGY FOR CHANGE
"If we expect to mount a successful effort to reform mathematics and science
education in this country, we must have consensus agreement on three things:
- what kids ought to know about math and science;
- how it should be presented to them; and
- how we're going to measure the results."
-Richard Heckert, Former Chair and Chief Executive Officer,
E.I. DuPont de Nemours and Company,
December 1988
Effective reform of school mathematics requires professional, political, and public
consensus on three issues:
curriculum--what mathematics young people should know and be able to do;
instruction--how it is to be presented to them; and
assessment--how results are to be measured.
For two of these building blocks of reform---curriculum and instruction---consensus-based
national goals and standards are established. The National Summit on Mathematics
Assessment is the first major step in establishing the third of these building blocks.
Standards for Curriculum and Instruction
The 1989 Curriculum and Evaluation Standards for School Mathematics of the National
Council of Teachers of Mathematics are a milestone in the history of education in our
country. They are forward-looking goals, describing with appropriate specificity the
teaching profession's best judgement of what students should learn about mathematics
at various ages. These guidelines provide school mathematics programs across the
nation with a common philosophy and framework---a universal set of interrelated concepts
and methods held together by a simple workable philosophy, yet flexible enough to allow
for local and regional variations.
In 1991, school and college teachers of mathematics have taken another significant step
by issuing Professional Standards for Teaching Mathematics (National Council of Teachers
of Mathematics) and A Call for Change: Recommendations for the Mathematical
Preparation of Teachers of Mathematics (Mathematical Association of America). These
reports set forth goals and standards for the teaching of school mathematics and address
the corresponding changes needed in college-university preparation of teachers. Like the
curriculum standards that preceded them, these are demanding standards that call for
both increased knowledge about mathematics and greater expectations of what teachers
must know and be able to do to teach mathematics. These guidelines provide teachers,
school administrators, college faculty, and policy makers the basis for renewing teacher
professionalism in the nation.
Standards for Assessment
Development of goals and standards for assessment was begun by mathematics
teachers: the NCTM's Curriculum and Evaluation Standards for School Mathematics
includes standards for evaluating student performance and curricula programs that
emphasize classroom assessment---assessment to provide teachers information for
instructional decisions. Because more encompassing assessment standards are needed
to guide broader constituencies on accountability assessment, mathematics educators
recognized that the initial effort had to be expanded.
The process for developing comprehensive goals and standards for assessment is
different from the process mathematics teachers used to develop national standards for
curriculum and instruction. For curriculum and instruction, the mathematics teachers
themselves developed draft goals and standards, and then offered the draft to the public
at large for a full year of review and examination. Following the extensive public review
and debate, mathematics teachers spent another year revising the standards SO that the
finished product would represent the consensus of all constituencies concerned about
mathematics education.
It is not possible to develop goals and standards for mathematics assessment in the
same way because the decision-making authority for external assessment and the
expertise in test development lay outside the mathematics education community. From
school house to State house, a host of people, agencies, and test developers make
decisions about what mathematics is assessed, how it is assessed, and which particular
tests are used. Thus, all of those constituencies had to be part of the process at its very
beginning.
The Mathematical Sciences Education Board (MSEB), established in 1985 by the National
Research Council to provide a continuing national overview and assessment capability
for mathematics education, initiated collaborative action by forming in June, 1990, a
Steering Committee for a National Summit on Mathematics Assessment. The Steering
Committee members represent the assessment/testing industry, the private sector, the
public policy sector of States and localities, the mathematics education community,
assessment/measurement experts, and national policy organizations such as the National
Governors' Association, the College Board, Education Commission of the States, Council
of Chief State School Officers, National Conference of State Legislatures, National
Education Association, American Federation of Teachers, National Alliance for
Restructuring Education, National Congress of Parents and Teachers, National School
Boards Association, National Association of State Boards of Education, the Council for
Basic Education, and Association for Supervision and Curriculum Development.
The Steering Committee conducted regional forums for exchange of information,
concerns, and priorities of various groups and individuals throughout the United States
on mathematics tests and assessments. A summary of the regional forums is available
as a separate document. From the consensus that emerged from these regional
meetings and the Steering Committee's deliberations, a vision for mathematics
assessment is emerging.
A VISION FOR ASSESSMENT
"Substantial work will be required to develop new tools for assessing and reporting
on student performance."
-National Governors' Association Report,
July 1990
"Accountability for progress toward achieving the goals, on part of states and the
federal government, has been a key ingredient in the goals process from the
beginning. The role of the Panel is to try to make this measurement process
meaningful, credible and a constructive force for changing the system."
-National Education Goals Panel,
October 1990
"Tests and other assessments need to be aligned with the forward -looking national
curriculum standards set by the mathematics education community SO that the
public has a clear understanding of how well American students are achieving in
the mathematics that is valued and needed by today's society."
-Mathematical Sciences Education Board,
October 1990
As Americans begin to recognize the importance of a stronger mathematics education for
the entire population, they are beginning to call for improved means for measuring results.
The public is not only calling for greater accountability, but for tests and assessments that
present them clear and valid information about students' achievement in the mathematics
that is valued and needed by society. Mathematics educators have joined with public
policy makers and the testing industry to launch a consensus-process that will produce
national goals and standards for mathematics assessment, standards to complement the
existing national standards for curriculum and instruction in school mathematics.
The purpose of assessment is to provide useful information for decision makers. Thus,
the overarching purpose of mathematics assessment is to provide information to:
students who make decisions about themselves as learners of mathematics;
teachers who make decisions about how they are to instruct each student;
parents who make decisions about supporting their children in developing
mathematical abilities;
school administrators who make decisions about the effectiveness of
mathematics programs in their schools;
public policy makers who make decisions about the best use of resources
in developing and maintaining mathematics programs of the highest quality;
and
the public who make decisions about the effectiveness of (i) mathematics
education systems and (ii) the policy makers, school administrators, and
teachers who are who are responsible for those systems.
Classroom Assessment
Assessment used within a classroom, sometimes referred to as internal or clinical
assessment, serves the information needs of students, teachers, and parents. The
primary purpose of classroom assessment is to improve learning.
Rich and highly detailed information about a student's strengths and weaknesses help
both a student and a teacher know which efforts are improving mathematical learning and
which are not. With the same information and the teacher's analyses, parents are better
informed about their child's progress and how they can contribute to the development of
the child's mathematical abilities.
Teachers improve their instruction with assessment information that informs them about:
knowledge, skills, and processes the student has acquired;
specific knowledge and skills the student has yet to master;
sources of error and faulty procedures;
specific learning behaviors that are to be encouraged and developed or
discouraged and replaced, and;
the effectiveness of their teaching strategies.
Classroom assessments must produce information about a student such as the student's:
use of mathematics to make sense of complex situations and to cope with
poorly-defined problems similar to those in real life that have more than
one right answer;
ability to formulate and reformulate hypotheses, collect and organize data,
and communicate results orally or in writing;
use of mathematical processes, including computation, in applied contexts;
understandings and misunderstandings about mathematical concepts
and processes;
ability to question solutions, to consider all possibilities, and to persist
in extended investigations; and
growth in mathematical power and productive work over time.
External Assessment
External assessments, sometimes referred to as formal or accountability assessments,
provide information for school administrators, policy makers, and the public on
achievement levels of groups of students and on the effectiveness of mathematics
education programs. It is essential that these assessments clearly inform the public about
how well its schools are equipping its young people in the mathematics that counts for
living and working in today's society.
Adults are valued and rewarded in their working lives for the tasks/projects they
complete, for their ability to work productively with others to achieve a goal, and for the
ways in which they respond to problem situations. If formal assessments are to give the
public accurate information on how they may expect the next generation of workers to
perform, then these assessments must produce, in addition to information about
mathematical skills and knowledge, information about how well schools are fostering
students' ability to:
apply mathematics to produce solutions to real problems and
to complete a project;
communicate quantitative information and ideas effectively;
persist in a demanding task; and
work productively in a group, coordinating individual efforts to solve
problems and complete projects.
External assessments of mathematics achievement and performance of groups of
students, in conjunction with other indicators, provide information about the effectiveness
of mathematics education programs. These other indicators should provide information
about:
how well curricula are aligned with the nation's vision for school mathematics;
the quality of mathematics instruction;
the qualifications and training of teachers of mathematics;
the adequacy and availability of instructional materials (print, video, and
software) to support the vision for school mathematics;
the adequacy and availability of instructional technology--calculators,
computers, telecommunications;
the expectations that students, parents, and teachers have for the mathematical
achievement of students; and
equity of opportunity to learn.
OUR OPPORTUNITY
Mathematics is a key to opportunity:
for our children---the opportunity to participate fully and equally in the world of
the future;
for American citizens---the opportunity to make better informed decisions on
issues arising in our rapidly changing society; and
for the nation---an opportunity to compete successfully in a technology-based
world economy.
Many observers believe that mathematics offers the best hope the country has for making
significant progress in education reform in this decade. Summit participants have an
opportunity to contribute significantly to meeting national education goals by accelerating
the development of national standards for mathematics assessment.
The Mathematical Sciences Education Board is pleased that you have accepted the
invitation to join in common cause.
MATHEMATICAL SCIENCES EDUCATION BOARD
NATIONAL RESEARCH COUNCIL
818 Connecticut Avenue, NW
Suite 500
Washington, DC 20006
(202) 334-3294
Facsimile: (202) 334-1453
MSEB
ASSESSMENTS: BACKGROUND/FACTS & FIGURES*
"In the Education Index, a yearly listing of all educational
literature, entries under the categories of curriculum and testing
show that increasingly more attention in the literature is given
to testing than to what should be taught. While the average annual
number of column inches devoted to curriculum issues barely doubled
from the 1930s to the 1980s, the number devoted to testing
citations increased 35-fold." (p.15)
"From 1972 through 1985 the number of state testing programs grew
from one to 34. by 1989 every state had a mandated testing program
of some sort."
"From 1955 to 1986 the reported dollar volume of sales of tests and
testing services at the elementary and secondary level (referred to
in the industry as the ELHI market) grew by almost 400 percent.
Reported sales (in 1988 dollars) rose from less than $30 million in
1955 to over $100 million by 1986.'
"Direct costs to taxpayers of purchasing and scoring state and
local tests range from $70 million to $107 million annually."
"Indirect costs of this testing, in terms of teacher and
administrator time simply spent administering the tests, is in the
range of $268 million to $421 million, or three to four times the
direct costs."
"Indirect costs associated with teacher time given over to test
preparation conservatively adds $387 million to the costs of
education."
"Overall, the direct costs to taxpayers for state and local testing
plus indirect teacher costs total between $725 million and $915
million annually."
*All of the above is from the Report of the National Commission on
Testing and Public Policy, From Gatekeeper to Gateway: Transforming
Testing in America, 1990.
The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering to serve government and other organizations
National Summit on Mathematics Assessment
STEERING COMMITTEE
MSEB
Mathematical Sciences
Educa Board
Mathematical Sciences Education Board
CHAIRMAN
Lamar Alexander
Secretary, U.S. Department of Education
STEERING COMMITTEE
Gordon Ambach
Gregory Anrig
Executive Director, Council of Chief State
President, Educational Testing Service
School Officers
Lida Barrett
Roseann Bentley
Immediate Past President, Mathematical
Immediate Past President, National Association
Association of America
of State Boards of Education
Dean, Mississippi State University
Lloyd Bond
Iris Carl
Professor of Education Research, University of
President, National Council of Teachers of
North Carolina-Greensboro
Mathematics
Director of Mathematics, Houston Independent
School District
Dale Carlson
Donna Jean Carter
Director of Assessment, California Department
President, Association for Supervision and
of Education
Curriculum Development
President, National Council on Measurement in
Vice President, Jostens Learning Corporation
Education
Donald Chambers
Michael Cohen
Past President, Association of State Supervisors
Executive Director, National Alliance for
of Mathematics
Restructuring Education
Mathematics Supervisor, Wisconsin
Department of Education
Josephine Davis
John Dossey
Vice President for Academic Affairs,
Professor of Mathematics and Education,
St. Cloud State University
Illinois State University
Richard Duran
Richard Ferguson
Professor of Education,
President, The American College Testing
University of California-Santa Barbara
Program
Keith Geiger
Ronald Graham
President, National Education Association
Director, Research Information Sciences
Division, AT &T Bell Laboratories
Georgene B. Herschbach
Shirley Hill
Registrar, Harvard College
Curator's Professor of Mathematics and
Education, University of Missouri-Kansas City
Paul LeMahieu
Joanne Lenke
Director of Research, Evaluation, and Test
Senior Vice President, The Psychological
Development, Pittsburgh City Schools
Corporation
Robert Linn
George Madaus
Professor of Education, University of Colorado
Director, Center for the Study of Testing,
Evaluation, and Educational Policy, Boston
College
Jean McDonald
Richard Mills
Senior Policy Analyst, National Governors'
Commissioner of Education, Vermont
Association
Department of Education
Ruth Mitchell
Richard M. Morrow
Associate Director, Council for Basic Education
Former Chairman and Chief Executive Officer,
Amoco Corporation
John Myers
Michael Nettles
Director of Education Services,
Vice President for Assessment,
National Conference of State Legislatures
The University of Tennessee
Frank Newman
Donald Petersen
President, Education Commission of the States
Former Chairman and Chief Executive Officer,
Ford Motor Company
Lauren Resnick
Thomas Romberg
Director, Learning Research and Development
Director, National Center for Research in
Center, University of Pittsburgh
Mathematical Sciences Education, University
of Wisconsin
Edward Roeber
Albert Shanker
Supervisor, Michigan Educational Assessment
President, American Federation of Teachers
Program, Michigan Department of Education
Marshall Smith
Donald Stewart
Dean, School of Education, Stanford University
President, The College Board
Manya Ungar
Nellie Weil
Immediate Past President, National Congress of
Past President, National School Boards
Parents and Teachers
Association
Charlie G. Williams
Principal, Southside Elementary School
Piedmont, Alabama
MATHEMATICAL SCIENCES EDUCATION BOARD STAFF FOR
NATIONAL SUMMIT ON MATHEMATICS ASSESSMENT
Dr. Kenneth M. Hoffman
Dr. Mary Harley Kruter
Ms. Cait Clements
Ms. Jeanette Perrolle
MATHEMATICAL SCIENCES EDUCATION BOARD
NATIONAL RESEARCH COUNCIL
818 Connecticut Avenue, NW
Suite 500
Washington, DC 20006
(202) 334-3294
Facsimile: (202) 334-1453
MSEB
WHAT'S THE PROBLEM?
Current tests do not measure the mathematics business leaders and educators
believe students should know.
This fact is important for two reasons: (i) test content determines what is taught in the nation's
classrooms and (ii) the mathematics taught in today's schools must change in order to create the
quantitatively literate workforce the nation needs to remain competitive in the global economy.
Students need to master mathematical content beyond arithmetic; they need skills and knowledge of
algebra, geometry, measurement, probability, and statistics to function in a society increasingly shaped
by mathematics, science, and technology. For example, businesses need employees who can use
statistical techniques to organize and describe data and who can make inferences and convincing
arguments based on that data analysis. Such skills were required of a team of employees of a utility
company working together to minimize per-customer cost of billing errors. These employees collected
and organized the data presented in the chart below so that they could develop an effective quality
control plan.
Chart of Billing Errors
$1.39
100%
96%
97%
$1.25
90%
83%
Cost per Customer
75%
$1.00
76%
$0.75
53%
50%
$0.50
25%
$0.25
$0.00
0%
Incorrect
Incorrect
BIII
Wrong
Bill Left Bill Form
Other
Data
Data
Improper ly
Customer
at wrong
Sent Out
Entered
Gathered
Printed
Billed
Address
Blank
Source: Florida Power and Light Company
The National Research Council is the principal operating agency of the National Academy of Sciences and the National Academy of Engineering to serve government and other organizations
An analysis of six of the most widely used commercially-produced tests
grade mathematics achievement shows that, on the average, 74% of the tes.
arithmetic skills, including paper and pencil computational skills which are little
school because calculators are so readily available. The remaining 26% of the ite
skills and concepts in algebra, probability, statistics, geometry, and measurement ITALY
knowledge needed for everyday life applications. (See Romberg's paper elsewhere in tr.
packet for more detail of this analysis.)
Current tests are not matched with goals for education reform.
Current multiple-choice and standardized tests tend to measure routine procedural skills rather
than problem-solving skills. For example, an item such as the one given below measures a
procedural skill involving percentages.
What percent of 500 is 30 ?
A. 6%
C. 60%
B. 16.6%
D. 166.6%
E. none of the above
Whereas, an item such as the one below measures the ability to apply procedural skills involving
percentages to solve a problem, and further measures the skills of communicating quantitative
information. This item was used on a national assessment project in the Netherlands, a country
which ranks third or fourth on mathematics tests on which the U.S. ranks at or near the bottom.
(Holland, as well as most other industrialized nations, does not rely solely on narrowly-focused,
multiple-choice tests for accountability purposes.)
In Defense of Holland
The Facts:
In 1980, the defense budget of a certain country was $30 million out
of a total budget of $500 million. In 1981, the defense budget of that
same country was $35 million out of a total budget of $605 million.
The country's inflation rate for that one-year period was 10%.
The Tasks:
1. Use the facts to argue that the defense budget increased from
1980 to 1981.
2. Use the facts to argue that the defense budget declined from
1980 to 1981.
Current pressures for more accountability testing have increased the stakes and
inhibited curricular reform.
As policy makers' needs for measuring educational progress increase, there is greater reliance
on currently-available tests for educational decision-making. Between 1972 and 1985, the
number of mandated state testing programs grew from 1 to 34; by 1989, every state had a
mandated testing program of some type. The high stakes now associated with test results have
caused teachers to increase time spent on instruction of topics measured by the tests and on
test preparation, and to decrease time spent on developing students' abilities to integrate,
synthesize, and apply knowledge and data to solve complex problems. Thus, the use of current
tests means that well-intentioned accountability demands may be inhibiting needed reform.
ax 202/334-1453
elephone 202/334-3294
/ashington, DC 20006
18 Connecticut Avenue NW
In 1985, the National Research Council created the Mathematical Sciences Education I
national reform of mathematics education.
to think mathematically. - Everybody Counts
Mathematical Sciences Education Board
M
ISSION guiding local actions toward national goals
In its first major publication, Everybody Counts: A Report to the Nation on the Futur
MSEB sets forth a compelling argument for fundamental mathematics education chang
More than ever before, Americans need to think for a living..
Suite 500
Everybody Counts presents four essential national goals for school mathematics progra
Teaching a significant common core of mathematics to all students
Stimulating the interests and challenging the capabilities of each student
Placing greater emphasis on topics that are relevant to students' needs
Developing student confidence in using a wide range of
problem-solving strategies
MSEB
The MSEB is a unique coalition of national leaders from the
MATHEMATICAL SCIENCES
mathematical sciences, education, government, parent groups,
and the corporate sector. To carry out its mission, the Board:
EDUCATION BOARD
Builds consensus on the goals of mathematics education
Promotes national standards
Establishes structures for facilitating change
Develops prototypes of content and instruction
Reports to the nation on the status of mathematics education
Defines national strategies for implementing change
from consensus to action
N
NAS
National Academy of Sciences
R
NAE
National Academy of Engineering
tionally
A
CTIVITIES facilitating change
B
OOKS, KITS, AND OTHER EDUCATIONAL MATERIALS inviting participation
n the national strategy to
The MSEB is engaged in a wide variety of activities in its
You have a role to play in improving school mathematics, and MSEB publications can help you to clarify that role.
The MSEB is working
effort to improve mathematics education at all levels and
MSEB books, kits, and other educational materials provide information about national issues in mathematics education.
n in a manner that
for all students.
ional need. It does this
Several of these activities are well advanced.
Everybody Counts: A Report to the Nation on the Future
On the Shoulders of Giants: New Approaches to
rograms in mathematics
of Mathematics Education (1989) documents the need for
Numeracy (1990) is a collection of essays on sample
national goals as repre-
Coordination of the work of professional organizations
fundamental change in the content and delivery of the
strands for school mathematics of the next century -
aluation Standards for
that are developing professional teaching standards
mathematics curriculum.
change, dimension, quantity, shape, and uncertainty.
nal Council of Teachers
Development of a national strategy for reaching out to
groups that are traditionally underrepresented in the
Mathematics Education: Wellspring of U.S. Industrial
Math Matters: Kids Are Counting on You (1989) is a
mathematical sciences
Strength (1989) presents the views of business, industry,
kit of parent-tested mathematics materials that foster
Dissemination of the results of recent international
and education regarding their roles in producing a work
positive parental attitudes while building elementary
comparisons of mathematics achievement
force in which all employees are mathematically literate
school children's interest and confidence in doing
Creation of materials that, through family involvement,
problem solvers.
mathematics.
encourage young children to be successful in
mathematics
Establishment of a national network of state-level
Reshaping School Mathematics: A Philosophy and
U.S. School Mathematics from an International
mathematics coalitions
Framework for Curriculum (1990) examines fundamen-
Perspective: A Guide for Speakers (1989) is a speaker's
Promotion of mathematics education as a priority
tal issues that govern curricular reform - the roles of
kit (35mm color slides, speaker notes, and background
concern for a wide range of national organizations
mathematics, the state of research on teaching and learn-
information) summarizing the results of recent interna-
ing, and the dynamics of change.
tional comparisons of mathematics achievement.
Other MSEB activities are just beginning.
Organization of a national Corporate Council to link
If you wish further information about any of these publications,
business and industry with the reform effort in
contact the Mathematical Sciences Education Board at 202/334-3294.
mathmatics education
Adaptation to U.S. schools of successful international
practices in mathematics instruction
Development of national standards for assessing
mathematics education, focusing on accountability
In the next decade, the United States has an
historic opportunity to revitalize mathematics
education. - Everybody Counts
NATIONAL
At the National Si
Fax 202/334-1453
Telephone 202/334-3294
Washington, DC 20006
818 Connecticut Avenue NW Suite 500
on
with greater thinking, reasoning, and
for change in asse
MATHEMATICS
mathematic
the educatic
ASSESSMENT
Education Board
goals set by President Bush and the 50
achievement.
- President George Bush, State of the Union Address, January 1990
"By the year 2000, U.S. students must be first in the world in math and science achievement."
Mathematical Sciences Education Board
SUMMIT
Our country's economic well-being
demands that we have a population
Assessment, cons
MSEB
learning skills in mathematics. For this
forged among
reason, two of the national education
Mathematical Sciences
the assessm
Governors call for significantly increased mathematics
business an
parent and C
April 23-24, 1991
The mathematics education community is pursuing
a coordinated and broad based reform plan in order to
As the public need
meet these national goals. Its key elements are new
progress increases, ther
and more demanding national standards for what is
rently-available tests fo
Between 1972 and 198
taught in mathematics and how it is taught.
testing programs grew
state had a mandated te
These standards call for all students to develop
mathematical power, the ability to use mathematics to
Unfortunately, mos
solve non-routine problems - to explore, conjecture,
ics have a narrow focus
reason logically, and communicate about mathematics.
range of mathematical
and business/industry b
If our students are to meet such standards, mathe-
tion to live and work in
matics programs in our schools must expand to include
mathematics, science, a
much more than the traditional basic skills. Teaching
must change. Most of all, the tests that we use to
The high stakes no
measure student achievement must be significantly
have resulted in more c
changed to emphasize thinking skills as well as compu-
instruction of topics me
tational skills.
preparation, and less tir
students' abilities to int
"Substantial work will be required
knowledge and data to
to develop new tools for assessing
and reporting on student performance."
Tests and other ass
— National Governors' Association Report
with the forward-lookii
"There will be fewer jobs for those who cannot read,
July, 1990
set by the mathematics
follow directions, and use mathematics."
the public has a clear u
"Undereducated, Uncompetitive USA"
American students are
- Report of a Corporation Task Force on Education
NNAS
National Academy of Sciences
that is valued and need
R
NAE
Union Carbide Corporation, 1989
National Academy of Engineering
IOM
of Medicine
SUMMIT ON MATHEMATICS ASSESSMENT
STEERING COMMITTEE
PURPOSES
Lamar Alexander, Chairman
Joanne Lenke
hematics assessment -
Reach consensus among key constituencies on both
President, The University of Tennessee
Senior Vice President, The Psychological Corporation
Gordon Ambach
Robert Linn
evelopment of national
the goals and the plan
Executive Director, Council of Chief State School Officers
Professor of Education, University of Colorado
Gain commitments of Summit participants and
Gregory Anrig
George Madaus
g these goals - a plan
their organizations to the implementation of the
President, Educational Testing Service
Director, Center for the Study of Testing, Evaluation, and Educational
athematics educators;
Lida Barrett
Policy, Boston College
national plan
President, Mathematical Association of America
Jean McDonald
ublic policy leaders;
Produce and widely disseminate a document
Dean, College of Arts & Sciences, Mississippi State University
Senior Policy Analyst, National Governors' Association
try
describing Summit outcomes
Roseann Bentley
Richard Mills
Immediate Past President
Commissioner of Education
National Association of State Boards of Education
Vermont Department of Education
Lloyd Bond
Ruth Mitchell
d the strategic impor-
As a way to learn about the concerns and priorities
Professor of Education Research, Univ. of North Carolina - Greensboro
Associate Director, Council for Basic Education
o closely-linked
of various groups and individuals throughout the U.S.,
Iris Carl
Richard M. Morrow
President, National Council of Teachers of Mathematics
Chairman and Chief Executive Officer
the MSEB is holding four regional meetings prior to
Director of Mathematics, Houston Independent School District
Amoco Corporation
Is set by President
the National Summit on Mathematics Assessment.
Dale Carlson
John Myers
Director of Assessment, California Department of Education
Director of Education Services
S
Sites and 1990 dates:
President, National Council on Measurement in Education
National Conference of State Legislatures
in the mathematics
Portland, OR
October 19-20
Donna Jean Carter
Michael Nettles
Nashville, TN
October 26-27
President, Association for Supervision and Curriculum Development
Vice President for Assessment, The University of Tennessee
Vice President, Jostens Learning Corporation
Minneapolis, MN
November 2-3
Frank Newman
Donald Chambers
President, Education Commission of the States
Hartford, CT
November 16-17
Past President, Association of State Supervisors of Mathematics
Donald Petersen
Mathematics Supervisor, Wisconsin Department of Education
Former Chairman and Chief Executive Officer
Planning for the Summit is directed by a Steering
Michael Cohen
Ford Motor Company
Committee of 40 national education and public policy
Executive Director, National Alliance for Restructuring Education
Lauren Resnick
leaders who are advising the mathematics education
Josephine Davis
Director, Learning Research and Development Center
Vice President for Academic Affairs, St. Cloud State University
University of Pittsburgh
community about new directions for mathematics
John Dossey
Edward Roeber
assessment. Summit attendance is invitational. In
Professor of Mathematics and Education, Illinois State University
Supervisor, Michigan Educational Assessment Program
addition to individuals in mathematics education,
Richard Duran
Michigan Department of Education
assessment, and educational policy fields, attendees
Professor of Education, University of California - Santa Barbara
Thomas Romberg
will include state teams made up of Governors (or their
Richard Ferguson
Director, National Center for Research in Mathematical Sciences
Education Board is
President, The American College Testing Program
Education, University of Wisconsin
representatives), state school board chairs, chief state
on Mathematics
Keith Geiger
Albert Shanker
school officers, state mathematics supervisors, state
President, National Education Association
President, American Federation of Teachers
legislators, state directors of assessment programs, and
Ronald Graham
Marshall Smith
pment of standards for
Director, Research Information Sciences Division
Dean, School of Education, Stanford University
members of state mathematics coalitions.
AT&T Bell Laboratories
Donald Stewart
make mathematics
President, The College Board
To request further information about the National
Georgene B. Herschbach
in the improvement of
Registrar, Harvard College
Manya Ungar
Summit on Mathematics Assessment project, contact
Immediate Past President
Dr. Mary Harley Kruter, Project Director.
Shirley Hill
Curator's Professor of Mathematics and Education,
National Congress of Parents and Teachers
University of Missouri - Kansas City
Nellie Weil
Past President, National School Boards Association
Paul LeMahieu
ssessment are from the AT&T Foundation and the
Director of Research, Evaluation, and Test Development
Charlie G. Williams