In today's climate of vigorous discussion at the national level about standards in education, the National Council of Teachers of Mathematics (NCTM) has emerged as a leader in establishing curriculum, teaching, and assessment standards. Moreover, NCTM has looked to NAEP results as a valuable indicator of what American students know and can do in mathematics. Indeed, there is general agreement within the mathematics education community that previous reports, chapters, monographs, and articles have been extremely valuable. Continuing the tradition of the NCTM's interpretive reports of NAEP results will very likely have a significant impact on the mathematics education community as policy makers, teachers, and teacher educators consider what these assessments tell them about the quality of American mathematics curriculum and instruction.

The purpose of the Indiana University/NCTM NAEP Project was to undertake a three-year effort related to several NAEP assessments (viz., Trend NAEP, State NAEP, and the 5th, 6th, 7,th and 8th Main NAEP mathematics assessments) that included many of the same features of past NCTM reports, as well as a new materials development component. Specifically, this project had two primary foci. Focus I: Preparation of interpretive reports of data from various NAEP mathematics assessments, and Focus II: Creation of materials for teacher professional development and teacher use in mathematics classrooms.
 

Focus I has produced an interpretive volume of the 1990-2000 NAEP results.  It is published by NCTM and is available at:

 Order Monograph I

In addition, a second volume providing analysis of the 2003 NAEP results will be available through NCTM in the fall of 2006.