@BOOK{NAP title = "A Valedictory: Reflections on 60 Years in Educational Testing", url = "https://nap.nationalacademies.org/catalog/9244/a-valedictory-reflections-on-60-years-in-educational-testing", year = 1995, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Global Perspectives for Local Action: Using TIMSS to Improve U.S. Mathematics and Science Education", isbn = "978-0-309-06530-6", abstract = "The Third International Mathematics and Science Study (TIMSS) raised the alarm about U.S. mathematics and science education. Most Americans are now aware that U.S. students lag behind their peers in other developed nations. In one state, the legislature reacted by lengthening the school year, assuming that more time on academic content would boost student performance. Some educators have fixed the blame on the mathematics and science curricula typically used in U.S. schools.\nDoes the problem lie in the curricula, instruction, or the system of support available to teachers? This book presents the first comprehensive analysis of TIMSS study\u2014a half-million students from 15,000 schools around the world. It presents detailed reports on three major aspects of education, including curriculum issues, teaching practices, and school support.", url = "https://nap.nationalacademies.org/catalog/9605/global-perspectives-for-local-action-using-timss-to-improve-us", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Every Child a Scientist: Achieving Scientific Literacy for All", isbn = "978-0-309-05986-2", abstract = "As more schools begin to implement the National Science Education Standards, adults who care about the quality of K-12 science education in their communities may want to help their local schools make the transition. This booklet provides guidance to parents and others, explains why high-quality science education is important for all children and young adults, and shows how the quality of school science programs can be measured.\nCenter for Science, Mathematics, and Engineering Education Staff; 1998, 32 pages, 8.5 x 11, single copy, $10.00; 2-9 copies, $7.00 each; 10 or more copies, $4.50 each (no other discounts apply).", url = "https://nap.nationalacademies.org/catalog/6005/every-child-a-scientist-achieving-scientific-literacy-for-all", year = 1998, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Judith Anderson Koenig", title = "Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop", isbn = "978-0-309-08472-7", abstract = "At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs.", url = "https://nap.nationalacademies.org/catalog/10410/reporting-test-results-for-students-with-disabilities-and-english-language-learners", year = 2002, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Christopher Edley, Jr. and Judith A. Koenig", title = "Evaluation of the Achievement Levels for Mathematics and Reading on the National Assessment of Educational Progress", isbn = "978-0-309-43817-9", abstract = "Since 1969, the National Assessment of Educational Progress (NAEP) has been providing policymakers, educators, and the public with reports on academic performance and progress of the nation's students. The assessment is given periodically in a variety of subjects: mathematics, reading, writing, science, the arts, civics, economics, geography, U.S. history, and technology and engineering literacy. NAEP is given to representative samples of students across the U.S. to assess the educational progress of the nation as a whole.\nSince 1992, NAEP results have been reported in relation to three achievement levels: basic, proficient, and advanced. However, the use of achievement levels has provoked controversy and disagreement, and evaluators have identified numerous concerns. This publication evaluates the NAEP student achievement levels in reading and mathematics in grades 4, 8, and 12 to determine whether the achievement levels are reasonable, reliable, valid, and informative to the public, and recommends ways that the setting and use of achievement levels can be improved.", url = "https://nap.nationalacademies.org/catalog/23409/evaluation-of-the-achievement-levels-for-mathematics-and-reading-on-the-national-assessment-of-educational-progress", year = 2017, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Institute of Medicine", editor = "Brian D. Smedley and Adrienne Y. Stith and Lois Colburn and Clyde H. Evans", title = "The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in the Health Professions -- Summary of the Symposium on Diversity in Health Professions in Honor of Herbert W. Nickens, M.D.", isbn = "978-0-309-07614-2", abstract = "The Symposium on Diversity in the Health Professions in Honor of Herbert W. Nickens, M.D., was convened in March 2001 to provide a forum for health policymakers, health professions educators, education policymakers, researchers, and others to address three significant and contradictory challenges: the continued under-representation of African Americans, Hispanics, and Native Americans in health professions; the growth of these populations in the United States and subsequent pressure to address their health care needs; and the recent policy, legislative, and legal challenges to affirmative action that may limit access for underrepresented minority students to health professions training. The symposium summary along with a collection of papers presented are to help stimulate further discussion and action toward addressing these challenges. The Right Thing to Do, The Smart Thing to Do: Enhancing Diversity in Health Professions illustrates how the health care industry and health care professions are fighting to retain the public's confidence so that the U.S. health care system can continue to be the world's best.", url = "https://nap.nationalacademies.org/catalog/10186/the-right-thing-to-do-the-smart-thing-to-do", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Sciences and National Academy of Engineering and Institute of Medicine", title = "Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads", isbn = "978-0-309-15968-5", abstract = "In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority.\nExpanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training.\nThe book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.\n\n ", url = "https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "An Evaluation of the Public Schools of the District of Columbia: Reform in a Changing Landscape", isbn = "978-0-309-37380-7", abstract = "An Evaluation of the Public Schools of the District of Columbia is a comprehensive five-year summative evaluation report for Phase Two of an initiative to evaluate the District of Columbia's public schools. Consistent with the recommendations in the 2011 report A Plan for Evaluating the District of Columbia's Public Schools, this new report describes changes in the public schools during the period from 2009 to 2013. An Evaluation of the Public Schools of the District of Columbia examines business practices, human resources operations and human capital strategies, academic plans, and student achievement. This report identifies what is working well seven years after legislation was enacted to give control of public schools to the mayor of the District of Columbia and which areas need additional attention.", url = "https://nap.nationalacademies.org/catalog/21743/an-evaluation-of-the-public-schools-of-the-district-of-columbia", year = 2015, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Karen S. Hollweg and David Hill", title = "What Is the Influence of the National Science Education Standards?: Reviewing the Evidence, A Workshop Summary", isbn = "978-0-309-08743-8", abstract = "In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question.Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here.Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC.Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.", url = "https://nap.nationalacademies.org/catalog/10618/what-is-the-influence-of-the-national-science-education-standards", year = 2003, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Indicators of Precollege Education in Science and Mathematics: A Preliminary Review", isbn = "978-0-309-07838-2", abstract = "Many studies point to the inadequacy of precollege education in the United States. How can it be improved? The development of effective policy requires information on the condition of education and the ability to measure change. This book lays out a framework for an efficient monitoring system. Key variables include teacher quality and quantity, course content, instructional time and enrollment, and student achievement.", url = "https://nap.nationalacademies.org/catalog/238/indicators-of-precollege-education-in-science-and-mathematics-a-preliminary", year = 1985, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Sarah Carter and Vern Dunn and Steven Kendall and Anne-Marie Mazza", title = "The Science of Implicit Bias: Implications for Law and Policy: Proceedings of a Workshop–in Brief", abstract = "On March 22-23, 2021, an ad hoc planning committee under the auspices of the National Academies of Sciences,\nEngineering, and Medicine's Committee on Science, Technology, and Law hosted a virtual workshop titled The Science of Implicit Bias: Implications for Law and Policy. Implicit bias has been commonly defined as any unconscious or unacknowledged preferences that can affect a person's beliefs or behaviors, and in particular, an unconscious favoritism toward or prejudice against people of a certain race, gender, or group that influences one's own actions or perceptions. The methods for identifying the presence and degree of an individual's implicit bias, the presence of implicit bias throughout society, and the successes or failures of attempts to mitigate implicit bias are topics of much scientific inquiry, with ramifications for law and policy as well as a multitude of organizational settings. The ways in which implicit bias reflects or contributes to structural and systemic racism in the U.S. remains an open and urgent question. The workshop, organized by the Committee on the Science of Implicit Bias: Implications for Law and Policy, was convened to better understand the state of the science on this topic in the context of critical and ongoing discussions about racism in the United States.\nracism in the U.S. Funding for the workshop was provided by the Ford Foundation.\u00a0", url = "https://nap.nationalacademies.org/catalog/26191/the-science-of-implicit-bias-implications-for-law-and-policy", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Ann Shannon", title = "Keeping Score", isbn = "978-0-309-06535-1", abstract = "Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities.\nSince the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.", url = "https://nap.nationalacademies.org/catalog/9635/keeping-score", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "Transportation Research Board and National Academies of Sciences, Engineering, and Medicine", editor = "Zongwei Tao and Jeffrey Spotts and Elizabeth Hess", title = "Post-Course Assessment and Reporting Tool for Trainers and TIM Responders Using the SHRP 2 Interdisciplinary Traffic Incident Management Curriculum", abstract = "TRB\u2019s second Strategic Highway Research Program (SHRP 2) Report S2-L32C-RW-1: Post-Course Assessment and Reporting Tool for Trainers and TIM Responders Using the SHRP 2 Interdisciplinary Traffic Incident Management Curriculum documents the development of a tool to assess the effectiveness of a multidisciplinary, multiagency training curriculum for traffic incident management.", url = "https://nap.nationalacademies.org/catalog/22320/post-course-assessment-and-reporting-tool-for-trainers-and-tim-responders-using-the-shrp-2-interdisciplinary-traffic-incident-management-curriculum", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy", isbn = "978-0-309-05888-9", url = "https://nap.nationalacademies.org/catalog/5844/improving-student-learning-in-mathematics-and-science-the-role-of", year = 1997, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP title = "Improving the Performance of America's Schools", abstract = "The purpose of this publication is to sharpen the debate on education by presenting two contrasting statements on school reform\u2014one by Eric Hanushek, summarizing conclusions of a group of economists on the need to revise incentives to improve public school outcomes, the other by Under Secretary of Education Marshall Smith and colleagues at the U.S. Department of Education, presenting the case for standards-based school reform. Neither of these statements represents positions considered and endorsed by the STEP Board or the National Research Council.", url = "https://nap.nationalacademies.org/catalog/9250/improving-the-performance-of-americas-schools", year = 1995, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Daniel M. Koretz and Meryl W. Bertenthal and Bert F. Green", title = "Embedding Questions: The Pursuit of a Common Measure in Uncommon Tests", isbn = "978-0-309-06789-8", abstract = "Policy makers are caught between two powerful forces in relation to testing in America's schools. One is increased interest on the part of educators, reinforced by federal requirements, in developing tests that accurately reflect local educational standards and goals. The other is a strong push to gather information about the performance of students and schools relative to national and international standards and norms. The difficulty of achieving these two goals simultaneously is exacerbated by both the long-standing American tradition of local control of education and the growing public sentiment that students already take enough tests.\nFinding a solution to this dilemma has been the focus of numerous debates surrounding the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union address. It was also the topic of a congressionally mandated 1998 National Research Council report (Uncommon Measures: Equivalence and Linkage Among Educational Tests), and was touched upon in a U.S. General Accounting Office report (Student Testing: Issues Related to Voluntary National Mathematics and Reading Tests).\nMore recently, Congress asked the National Research Council to determine the technical feasibility, validity, and reliability of embedding test items from the National Assessment of Educational Progress or other tests in state and district assessments in 4th-grade reading and 8th-grade mathematics for the purpose of developing a valid measure of student achievement within states and districts and in terms of national performance standards or scales. This report is the response to that congressional mandate.", url = "https://nap.nationalacademies.org/catalog/9683/embedding-questions-the-pursuit-of-a-common-measure-in-uncommon", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards", isbn = "978-0-309-06527-6", abstract = "With the publication of the National Science Education Standards and the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics, a clear set of goals and guidelines for achieving literacy in mathematics and science was established. Designing Mathematics or Science Curriculum Programs has been developed to help state- and district-level education leaders create coherent, multi-year curriculum programs that provide students with opportunities to learn both mathematics and science in a connected and cumulative way throughout their schooling.\nResearchers have confirmed that as U.S. students move through the grade levels, they slip further and further behind students of other nations in mathematics and science achievement. Experts now believe that U.S. student performance is hindered by the lack of coherence in the mathematics and science curricula in many American schools. By structuring curriculum programs that capitalize on what students have already learned, the new concepts and processes that they can learn will be richer, more complex, and at a higher level. Designing Mathematics or Science Curriculum Programs outlines:\n\n Components of effective mathematics and science programs.\n Criteria by which these components can be judged.\n A process for developing curriculum that is structured, focused, and coherent.\n\nPerhaps most important, this book emphasizes the need for designing curricula across the entire 13-year span that our children spend in elementary and secondary school as a way to improve the quality of education. Ultimately, it will help state and district educators use national and state standards to design or re-build mathematics and science curriculum programs that develop new ideas and skills based on earlier ones\u2014from lesson to lesson, unit to unit, year to year.\nAnyone responsible for designing or influencing mathematics or science curriculum programs will find this guide valuable.", url = "https://nap.nationalacademies.org/catalog/9658/designing-mathematics-or-science-curriculum-programs-a-guide-for-using", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "Review and Assessment of the Health and Productivity Benefits of Green Schools: An Interim Report", isbn = "978-0-309-10120-2", abstract = "Some educational professionals have suggested that so-called green schools would result in superior performance and increased health for students and teachers. While there is no commonly accepted definition of a green school, there are a number of attributes that such schools appear to have: low cost operations, security, healthy and comfortable, and an environment that enhances learning are among them. To determine the health and productivity benefits of green schools, the Massachusetts Technology Collaborative, the Barr and Kendall Foundations, the Connecticut Clean Energy Fund, and the U.S. Green Building Council asked the NRC to examine available studies about the effects of green schools on student learning and teacher productivity. This interim report presents an evaluation of evidence for relationships between various health, learning, and productivity outcomes and five characteristics of green schools: the building envelope, ventilation, lighting, acoustics, and condition. The final report will present evaluations for additional characteristics, a synthesis of the results of all assessments, and promising areas of research.", url = "https://nap.nationalacademies.org/catalog/11574/review-and-assessment-of-the-health-and-productivity-benefits-of-green-schools", year = 2006, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Lauress L. Wise and Robert M. Hauser and Karen J. Mitchell and Michael J. Feuer", title = "Evaluation of the Voluntary National Tests: Phase 1", isbn = "978-0-309-07696-8", abstract = "In his 1997 State of the Union address, President Clinton announced a federal initiative to develop tests of 4th-grade reading and 8th-grade mathematics that would provide reliable information about student performance at two key points in their educational careers. According to the U.S. Department of Education, the Voluntary National Tests (VNT) would create a catalyst for continued school improvement by focusing parental and community-wide attention on achievement and would become new tools to hold school systems accountable for their students' performance. The National Assessment Governing Board (NAGB) has responsibility for development of the VNT. Congress recognized that a testing program of the scale and magnitude of the VNT initiative raises many important technical questions and requires quality control throughout development and implementation. In P.L. 105-78, Congress called on the National Research Council (NRC) to evaluate a series of technical issues pertaining to the validity of test items, the validity of proposed links between the VNT and the National Assessment of Educational Progress (NAEP), plans for the accommodation and inclusion of students with disabilities and English-language learners, plans for reporting test information to parents and the public, and potential uses of the tests. This report covers phase 1 of the evaluation (November 1997-July 1998) and focuses on three principal issues: test specifications and frameworks; preliminary evidence of the quality of test items; and plans for the pilot and field test studies, for inclusion and accommodation, and for reporting VNT results.", url = "https://nap.nationalacademies.org/catalog/6324/evaluation-of-the-voluntary-national-tests-phase-1", year = 1999, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Bernard L. Madison", title = "A Challenge of Numbers: People in the Mathematical Sciences", isbn = "978-0-309-04190-4", abstract = "A Challenge of Numbers describes the circumstances and issues centered on people in the mathematical sciences, principally students and teachers at U.S. colleges and universities. A healthy flow of mathematical talent is crucial not only to the future of U.S. mathematics but also as a keystone supporting a technological workforce. Trends in the mathematical sciences' most valuable resource\u2014its people\u2014are presented narratively, graphically, and numerically as an information base for policymakers and for those interested in the people in this not very visible, but critical profession.", url = "https://nap.nationalacademies.org/catalog/1506/a-challenge-of-numbers-people-in-the-mathematical-sciences", year = 1990, publisher = "The National Academies Press", address = "Washington, DC" }