Investigating Math Achievement Patterns over Time among Ontario Elementary School Students with Different Language and Literacy Characteristics

Autor/inn/en	Fesseha, Ellen; Wickstrom, Hanna; Jang, Eunice Eunhee
Titel	Investigating Math Achievement Patterns over Time among Ontario Elementary School Students with Different Language and Literacy Characteristics
Quelle	In: Canadian Journal of Education, 43 (2020) 2, S.549-581 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Mathematics Achievement; Standards; Elementary School Students; Profiles; Longitudinal Studies; Mathematics Tests; Trend Analysis; English (Second Language); Second Language Learning; Literacy; Language Skills; Teaching Methods; Foreign Countries; Standardized Tests; Accountability; Cultural Differences; Correlation; Canada + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standard; Charakterisierung; Profilanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Trendanalyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Standadised tests; Standardisierter Test; Verantwortung; Kultureller Unterschied; Korrelation; Kanada
Abstract	Downward trends in Ontario's math achievement have raised concerns about the need for effective identification of students struggling to meet math achievement standards. This study identified latent profiles from math achievement patterns of students from Grades 3 to 6, examining how specific language and literacy characteristics predicted profile membership. Participants' test scores were collected from longitudinal cohort data of provincial math assessments. Latent class analysis identified two achievement pattern profiles: consistent and declining achievement groups. Subsequent logistic regression analyses revealed English Language Learners' (ELL) as likelier to decline in math achievement, suggesting the need for greater instructional support for ELL students. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: https://cje-rce.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01