Early Numeracy Indicators: Examining Predictive Utility Across Years and States

Autor/inn/en	Conoyer, Sarah J.; Foegen, Anne; Lembke, Erica S.
Titel	Early Numeracy Indicators: Examining Predictive Utility Across Years and States
Quelle	In: Remedial and Special Education, 37 (2016) 3, S.159-171 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515619758
Schlagwörter	Numeracy; Educational Indicators; Predictive Validity; Curriculum Based Assessment; Measures (Individuals); High Stakes Tests; Kindergarten; Grade 1; Standardized Tests; Criterion Referenced Tests; Regression (Statistics); Correlation; Diagnostic Tests; Screening Tests; Accuracy; Cutting Scores; Suburban Schools; Rural Schools; Iowa; Missouri; Iowa Tests of Basic Skills + Suchen Sie Ihr Suchwort? Rechenkompetenz; Educational indicato; Bildungsindikator; Messdaten; School year 01; 1. Schuljahr; Schuljahr 01; Standadised tests; Standardisierter Test; Regression; Regressionsanalyse; Korrelation; Diagnostic test; Diagnostischer Test; Screening-Verfahren; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen
Abstract	Two studies using similar methods in two states investigated the long-term predictive utility of two single-skill early numeracy Curriculum Based Measures (CBMs) and the degree to which they can adequately predict high-stakes test scores. Data were drawn from kindergarten and first-grade students. State standardized assessment data from the "Iowa Test of Basic Skills" (ITBS) and "Missouri Assessment Program" (MAP) were used as criterion measures to evaluate multi-year predictive utility. Logistic regression and Receiver Operating Characteristic (ROC) curves were used to examine the extent to which the measures predicted success or failure on ITBS and MAP. Correlational and logistic regression results indicated the Early Numeracy CBMs effectively predict success or failure for the ITBS and MAP. However, further analysis of the diagnostic utility of the measures suggests that practitioners need to carefully consider specificity, sensitivity, and the degree to which the predictability of common screening measures can be generalized to all state standardized assessments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01