An Overview of the Mathematics Achievement Tests Offered in the Admissions Testing Program of the College Entrance Examination Board

1977 ◽  
Vol 70 (3) ◽  
pp. 197-208
Author(s):  
Chancey O. Jones ◽  
Mildred R. Rowen ◽  
Howard E. Taylor
Keyword(s):  
Mathematics Achievement ◽  
Achievement Tests ◽  
Entrance Examination ◽  
Advanced Mathematics ◽  
College Entrance Examination ◽  
College Entrance ◽  
Testing Program ◽  
Factors Affecting ◽  
Admissions Testing ◽  
Examination Board

In the 1964-65 academic year, the College Entrance Examination Board introduced two new levels of mathematics Achievement Tests in its Admissions Testing Program (ATP): Mathematics Level I and Mathematics Level II. They replaced the intermediate and advanced mathematics examinations in response to factors affecting mathematics education from the mid-1950s to the mid-1960s.

Testing Time: College board examinations and curriculum change

1957 ◽  
Vol 50 (4) ◽  
pp. 305-308
Author(s):  
Edwin C. Douglas
Keyword(s):  
Mathematics Achievement ◽  
Curriculum Change ◽  
Achievement Tests ◽  
Entrance Examination ◽  
Testing Time ◽  
College Entrance Examination ◽  
College Entrance ◽  
College Board ◽  
Examination Board

The mathematics achievement tests of the College Entrance Examination Board are thoroughly discussed in two pamphlets available to all teachers.1 It would be presumptuous for the author to suppose he could add anything to the information in these excellent documents. However, it is quite possible that many readers of this column have not had the opportunity to become fully acquainted with College Board tests.

Report of the Commission on Examinations in Mathematics to the College Entrance Examination Board

1935 ◽  
Vol 28 (3) ◽  
pp. 137
Author(s):  
W. D. Reeve
Keyword(s):  
Secondary School ◽  
Mathematics Teacher ◽  
School Mathematics ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Secondary School Mathematics ◽  
Examination Board

The “Report of the Commission on Examinations in Mathematics” to the College Entrance Examination Board appearing on pages 154–166 of this issue of The Mathematics Teacher will be of particular interest to all teachers of secondary school mathematics.

Editorials

1937 ◽  
Vol 30 (1) ◽  
pp. 31
Keyword(s):  
New York ◽  
General Education ◽  
New York State ◽  
Entrance Examination ◽  
National Council ◽  
College Entrance Examination ◽  
College Entrance ◽  
The Social ◽  
The Masses ◽  
Examination Board

Inasmuch as we are all interested in the general problem of what should constitute general education for the masses and in the particular problem of what part mathematics should play in that education, it is of great importance that the National Council of Teachers of Mathematics take a prominent interest in the deliberations and reports of various groups throughout the country who have been studying such problems. The social studies commission, for example, has spent an enormous amount of time and money in getting out a large number of reports. The College Entrance Examination Board has been reorganizing its requirements. A new study is just being inaugurated in connection with education in New York State under the Regents’ system. We have our own Joint Commission of the Mathematics Association of America and the National Council of Teachers of Mathematics on “The Place of Mathematics in Secondary Education.” This Commission will have to study the above problems, but their report will be more complete and helpful if they have had the support and advice of an alert membership of the two large groups which they represent. It is to be hoped, therefore, that all teachers of mathematics will follow the work of this Commission.

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