Testing Problems; Testing Programs IDENTIFIERS *National Assessment of Educational Progress

To assist in the development of policies to eliminate the subtle inequities which inhibit the mathematics achievement of many Black youths, it is suggested that the redesign of the National Assessment of Educational Progress (NAEP) mathematics assessment study Black students ' opportunity to learn mathematics. Recommendations for the redesign of the NAEP mathematics assessment and its reporting formats are based on a cross-sectional study of mathematics achievement data on 14,289 Black, White, and Hispanic 17-year-old students from the third NAEP assessment. Achievement on the algebra or pre-algebra subtests was evaluated against mathematics course enrollment. Other variables studied included grade level, school racial composition, curriculum type, achievement level, race or ethnicity, and affective responses. Results indicated significant racial and ethnic differences in enrollment by curriculum (genera