An Analysis of NAEP Trial State Assessment Data Concerning the Effects of Computers on Mathematics Achievement
Melvin E. Franks
American Educational Research Association Annual Meeting,
The National Assessment of Educational Progress (NAEP) serves as the nation's primary indicator of what school children know and can do. This study examines the policy relevant variable, computer use in the classroom, as indicated by the 1992 NAEP Trial State Assessment data for Mississippi. After a preliminary examination of other variables relevant to educational policy, a hierarchical linear model analysis was performed for the composite mathematics score within the eighth grade in Mississippi. Gender, race-ethnicity, and socioeconomic differences in scores were identified, and their correlation with school and student variables was explored. In Mississippi, 53% of students did not have computers available in their classrooms. While neither availability/access nor frequency of computer use was found to be statistically significantly associated with average school achievement, both variables showed associations with the gap between minority and nonminority students. In schools where computers were the most available and accessible, the gap between minority and nonminority students was significantly reduced. Implications of these findings for educational policy are provocative. (Contains 6 tables, 9 figures, and 18 references.) (SLD)
Franks, M.E. (1996). An Analysis of NAEP Trial State Assessment Data Concerning the Effects of Computers on Mathematics Achievement. Presented at American Educational Research Association Annual Meeting 1996. Retrieved March 23, 2023 from https://www.learntechlib.org/p/81262/.
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