A Longitudinal Assessment of Early Acceleration of Students in Mathematics on Growth in Mathematics Achievement

Autor/in	Ma, X.
Titel	A Longitudinal Assessment of Early Acceleration of Students in Mathematics on Growth in Mathematics Achievement
Quelle	In: Developmental Review, 25 (2005) 1, S.104-131 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-2297
DOI	10.1016/j.dr.2004.08.010
Schlagwörter	High Achievement; Elementary Secondary Education; Youth; Academically Gifted; Mathematics Achievement + Suchen Sie Ihr Suchwort? Jugend; Jugendlicher; Jugendalter; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Early acceleration of students in mathematics (in the form of early access to formal abstract algebra) has been a controversial educational issue. The current study examined the rate of growth in mathematics achievement of accelerated gifted, honors, and regular students across the entire secondary years (Grades 7-12), in comparison to their non-accelerated counterparts. Using data from the Longitudinal Study of American Youth, hierarchical linear models showed that early acceleration had little advantage among gifted students, small advantage among honors students, but large advantage among regular students. Equity issues, especially gender, racial, and socioeconomic equities, are not a concern once regular students were accelerated, but there are serious concerns about racial gaps among honors students and both gender and racial gaps among gifted students once they were accelerated. Schools played an important role in early acceleration, with school context rather than school climate affecting accelerated students. Students, particularly regular students, having high achievement and attending schools with high average achievement were advantageous in early acceleration. Overall, early acceleration of students in mathematics benefits regular students significantly in terms of growth in mathematics achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10