Title:  Trends in U.S. Mathematics Instruction, Achievement and Equity:  What Can (and Can’t) National Data Tell Us?

Abstract:  The increasing availability of large-scale datasets for studying mathematics education raises questions about what can and cannot be learned from such data.  Using data from the National Assessment of Educational Progress (NAEP) and the Early Childhood Longitudinal Study (ECLS), this presentation examines what national datasets tell us about the impact of education reforms on diverse students’ mathematics experiences and outcomes, with attention to the Standards movement of the National Council of Teachers of Mathematics the more recent Common Core State Standards.  Data on mathematics instruction and outcomes in public and private schools will also be discussed.

Bio: Dr. Sarah Lubienski is a professor of mathematics education at Indiana University.  Her research focuses on diverse students’ mathematics outcomes and the policies and practices that shape those outcomes.  She conducts large-scale studies using national datasets, as well as smaller, school-based studies.  Dr. Lubienski is co-Chair of the Research in Mathematics Education Special Interest Group (SIG) of the American Educational Research Association (AERA), as well as a member of the AERA Grants Governing Board and past chair of the National Assessment of Educational Progress SIG of AERA.  Dr. Lubienski has served as director of several AERA Institutes on Statistical Analysis for Education Policy, and she was PI of the IES-funded Postdoctoral Research Training Program in Mathematics Education.  Her work has also been funded by the National Center of Education Statistics, the National Science Foundation and the Fulbright Program.  She recently served as the Interim Dean of the University of Illinois Graduate College before moving to Indiana University in Bloomington.