Authors: Dongchan Lee
In this visual timeline-driven observational report and analysis based on the math grades 4 and 8 of the NAEP (the National Report Card) of the USA 1992-2015 (during 23 years), we demonstrate that the following 7 key points: 1) for the 50 USA states, the math stagnations are real, not something to wisp away as the stagnations kicked in around 2003-2007 to the majority of the USA states for the math grade 4; 3) the math stagnations seemed to kick in a bit of time lag for the math grade 8 some years after the math stagnations kicking in for the math grade 4; 4) we observed this for the entire 50 states against the national (public) average timelines; 5) the math stagnations even for the fastest math growing states out of the 50 states; 6) outside the 50 USA states, DC and DoDEA haven’t had full-blown math stagnations yet, but their growths have slowed down significantly around 2013-2015; 7) all their timeline math growths plotted against the expect MMU1 impacts if implemented in short 3-4 years for each state or 2-3 years for cities or DC, DoDEA. To distinguish the expected impacts of the MMU1 over the traditional USA math education reforms, the yellow arrow was estimated to be roughly equivalent to about NAEP math 40 points. For the math grade 4, we added the timelines of 75 percentile – 25 percentile table and chart in Appendix. For the math grade 8, it is about the same and we shared in other paper by the author. The readers need to observe that the size of the yellow arrows (MMU1 size) are roughly 50-90% larger than the difference between the math best states vs. the math worst states of the grades 4 and 8 by 2011-2015: for the math grade 4, almost twice as large, for the math grade 8, about 50% larger than the gamut between the math best vs. the worst state math averages of the entire 50 USA states.
Comments: 15 Pages. draft 2
[v1] 2017-02-08 12:50:49
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