**
**

**Assessment and Mathematics Standards**

The National Council of Teachers of Mathematics has outlined principles and standards as well as assessment
standards for the discipline
of mathematics. Their Principles and Standards for School Mathematics (NCTM,
2000) reflects a concern that students in the United States are not mathematically
literate and often fail to see the relationship between mathematics learned
in school and applications to real-life situations. The content and process
standards are organized into grade bands: PK–2, 3–5, 6–8,
and 9–12. Schools and communities, with guidance from the standards,
must determine how to embed these principles into their schools' mathematics
instruction. Forty-nine of the 50 states have adopted state-level standards
in mathematics.

NCLB strengthens Title I accountability by requiring states to implement
statewide accountability systems covering all public schools and students.
These systems must be based on challenging state standards in reading and mathematics,
annual testing for all students in Grades 3–8, and annual statewide progress
objectives ensuring that all groups of students reach proficiency by 2014.
National Assessment of Educational Progress results show the extent to which
students can solve problems using their mathematical knowledge. Since 1990,
NAEP mathematics assessments have placed increasing emphasis on fostering mathematical
knowledge and power. The 1996, 2000, and 2003 nationwide mathematics assessments
focused on reasoning and communication by requiring students to connect their
learning across mathematical content strands. Results of the 2003
Mathematics National Center for Education Statistics show that overall mathematics scores are improving, especially in the fourth
grade.

Return to "Multiple Dimensions of Assessment
That Support
Student Progress in Science and Mathematics."

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