Core maths (CM) is a Key Stage 5 qualification aimed at students who achieve a grade 4 or higher at GCSE Maths but do not go on to take AS or A level Maths. Its stated main purpose is to increase participation in post-16 maths and to help develop students' mathematical knowledge and its application to a range of different areas. This means CM…

The main aim of this research was to investigate the impact of reducing the number of components on overall performance in GCSE subjects. In particular, researchers were interested in how the grade achieved by candidates on a reduced number of components compares to their grade on the full qualification. This research mainly looked at GCSEs with…

Core maths (CM) qualifications were introduced into the post-16 curriculum in England in 2014, with first assessments in 2016. They are a suite of qualifications aimed at students who achieve a grade 4 (originally a grade C) or higher at GCSE Maths but do not go on to take AS or A level Maths. This group comprised around 40% of all students in…

This chartbook is the 14th version to be produced for the Appalachian Regional Commission (ARC) by the Population Reference Bureau (PRB). The Chartbook describes the diversity of the Appalachian Region on a host of demographic and economic measures and provides an important annual view of the area and its people. The data contained in the…

The Advanced Placement® (AP®) Program offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory level course or series of courses…

Nationally representative samples of about 7,000 fourth-graders, 9,500 eighth-graders, and 10,000 twelfth-graders participated in the 2010 National Assessment of Educational Progress (NAEP) in geography. At each grade, students responded to questions designed to measure their knowledge of geography in the context of space and place, environment…

The United States holds a preeminent position in science and engineering (S&E) in the world, derived in large part from its long history of public and private investment in S&E research and development (R&D) and education. Investment in R&D, science, technology, and education correlate strongly with economic growth, as well the development of a…

The federal "No Child Left Behind Act of 2001" (NCLB) legislation required school districts to ensure that all teachers of core academic subjects met the requirements to be designated highly qualified by July 1, 2006. However, because no Maryland counties were able to comply with the 100 percent highly qualified designation by July 1,…

An Ontario (Canada) provincial review of geography instruction was undertaken to: (1) determine student achievement levels and program effectiveness; (2) identify implementation strategies for a compulsory course, entitled "Canadian Studies Geography"; and (3) pilot test a new review model designed to analyze intended, implemented, and…

Research studies using booklet classification were implemented by the American College Testing Program to investigate the linkage between the National Assessment of Educational Progress (NAEP) Achievement Levels Descriptions and the cutpoints set to represent student performance with respect to the achievement levels. This paper describes the…

National Assessment of Educational Progress (NAEP) 2001 geography results show student improvement since 1994 at grades 4 and 8. The average score of twelfth-grade students, however, has not changed significantly when compared to 1994 results. This colorfully illustrated and easy-to-read report, which highlights findings of "The Nation's…

As a step toward acquiring international measures of geographic competence of students, an optional geography component was included in the second International Assessment of Educational Progress. Nine of the 20 countries participating in the assessment included the geography component, including 8 provinces. In each country a representative…

In 2001, the National Assessment of Educational Progress (NAEP) conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. This report presents the results of that assessment. Results in 2001 are compared to results of 1994's NAEP geography assessment, which was the preceding NAEP geography assessment and the…

Postgraduate student teachers' conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of…

Statistical data relating to The Netherlands is presented in 50 maps that were originally published in the "Journal of Economic and Social Geography" between 1977 and 1986. Lengthy annotations accompanying each map provide important background information on the issues depicted. These elucidations were written with the foreign reader in…