A Model for Measuring Math Achievement Test Performance: A Longitudinal Analysis of Non-Transient Learners Engaged in a Restructuring Effort.

Autor/inn/en	Slack, Jill Berlin; St. John, Edward P.
Titel	A Model for Measuring Math Achievement Test Performance: A Longitudinal Analysis of Non-Transient Learners Engaged in a Restructuring Effort.
Quelle	(1998), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acceleration (Education); Achievement Tests; Disadvantaged Youth; Elementary Education; Elementary School Students; Evaluation Methods; Longitudinal Studies; Mathematics Achievement; Mathematics Tests; Measurement Techniques; Models; Performance Factors; School Restructuring; California Achievement Tests + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Benachteiligter Jugendlicher; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messtechnik; Analogiemodell; Leistungsindikator; Schulreformplan; Schulumwandlung
Abstract	This study investigated the mathematics achievement test performance of 62 non-transient elementary school learners in accelerated schools using a longitudinal design. Both the California Achievement Test (CAT) and the Louisiana Educational Assessment Program (LEAP) test were included in this investigation. In particular, this study sought to determine whether accelerated schools with distinct contextual features experienced significantly different test performances. A logistic regression was used to explore the relationship of several variables to the schools' performances. The variables were related to individual background, school environment, and curriculum and instruction factors. The researchers developed two logistic regression models to fit the uniqueness of the CAT and LEAP tests. Each model used a sequential analysis to examine the association of specific factors to test score improvement. The most consistent, significant finding across both models revealed that higher ability students were less likely to improve than lower ability students. This finding is consistent with the Accelerated Schools philosophy that "disadvantaged" students stand the most to gain from innovative teaching approaches. Additional findings showed the significant impact of age, gender, school environment, and curriculum and instruction on improvement. In particular, observations related to the latter factor revealed that students who were provided with math manipulatives/technology for longer periods were more likely to improve their standardized math scores than those who were provided with such instruction for shorter periods. (Contains 7 tables and 13 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC