Continuing my sniffing through the NAEP Data Explorer, today I “explored” differences in digitally-infused pedagogy by race.  One of the items on the background questionnaire of the 8th grade NAEP in 2007 was as follows: “When you are doing math for school or homework, how often do you use these different types of computer programs?”  One of the listed programs was “A program to practice or drill on math facts (addition, subtraction, multiplication, division).”   Looking at the results for that item disaggregated by race, we get the following (click on image to enlarge):

Overall, African-American students are much more likely to use computers to practice or drill on math facts than White students.  Given the significant achievement gap that exists, these differences partly explain why, overall, the there is a negative correlation between using computers to practice or drill on math facts and math achievement.  I can’t be entirely sure about the degree to which race confounds that overall relationship without access to the raw (restricted-use) NAEP data.

But, more importantly, is the figure above problematic?

Tags: computers, drill, math, NAEP

This is what I get for playing around with the NAEP Data Explorer: 

So, the use percentages are a bit depressing.  But, it gets worse…much worse…

This is 4th graders, 2007, and, yes…the score for the group of students who report daily or almost daily use of computers at school for math is (statistically significantly) lower than all of the other groups.

The smart thing may have been to tuck these findings in my back pocket and walk away.  But, I’d bet that if we controlled for a bunch of demographic variables and even a baseline math score, those differences would disappear.  I’ll have to dig a little further…

Tags: achievement, computers, math, NAEP

OK, one more “finding” (see post below).  The figure below points out a trend that shows up in all of the data I’m analyzing, and the trend that led me to the phrase “digital horserace.”  You’ll notice that the states that are above the national average in student use of the Internet for math are all in the Southeast.  Additionally, most of the states in the Northeast are below the national average.  My interpretation is that, in large part, one or two states jumped on the ed. tech. bandwagon early and then their “neighbors” developed a need to “keep up” (hence the horserace).  I know, for example, that West Virginia made huge commitments to ed. tech. a long time ago.  That led Kentucky to jump aboard the bandwagon along with, eventually, other states in the Southeast.

Anyway, some numbers to go with the graphic.  Among the sample of fourth-grade students across the nation, 42% said that they did use the Internet to learn things about math (58% said no).  The state with the highest percentage of students who reported using the Internet to learn things about math?: Louisiana (56%).  That state with the lowest percentage?: Vermont (26%).

Tags: computers, education, Internet, math, NAEP, technology

I’m working on a paper I’ll be presenting at AERA in New York in a few weeks.  The paper is essentially about what I refer to as the digital horserace; it’s an examination of 4th grade student computer use across the states and across the years.  The data (which come from NAEP) are fascinating!  There’s so much to write about that I’m having to limit myself to academic publishing standards.  So, I think I’ll use this blog as a space to report regularly on some of the findings.  Let’s start with this…

In 2007, teachers across the sampled schools were asked the degree to which their 4th grade students used computers to extend learning.  What percentage of teachers do you think said their students “never or hardly ever” use computers this way?  Nationally, the statistic is 44%.  Teachers in 14 states report rates that are (statistically significantly) greater (i.e. less computer use) than the national average.  If you click on the image below, you can see which states are higher and lower than the national average.

In Vermont, 67% of the teachers report that their 4th grade students never or hardly ever use computers to extend math learning.  In Hawaii, that number rises to 73%!  Nearly 3/4 of all teachers in Hawaii report that their students never or hardly ever use computers to extend math learning.

And, BTW, if you look at the other end of the spectrum, 4% of teachers report that their 4th grade students use computer every day or almost every day to extend math learning.  Five states are higher than the national average (Florida, Mississippi, South Dakota, West Virginia, and Wyoming).  That figure follows (click on it to enlarge).

What do you think of these statistics and pictures?  Do they surprise you?

Tags: computers, education, states, technology, use

ljjail

Originally uploaded by foaquin

I met with an advisee today who works as a teacher for the Department of Correctional Education. He teaches 11-16 year olds. They have computers; plenty of them. BUT, no Internet. I don’t know much at all about correctional education. But, NO INTERNET?

I’m willing to accept that I may be too much of a softy, but…

What do you think?

Tags: 8th Amendment, computers, education, Internet, prison