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Descriptors:
Academic Achievement; Mathematics Achievement; High School Students; Grade 10; Grade 12; Recreational Activities; Reading Tests; Mathematics Tests; Reading Achievement; Computer Use; Video Games; Statistical Analysis; Longitudinal Studies; Correlation; Hierarchical Linear Modeling

Abstract:
Historically, the relationship between student academic achievement and use of computers for fun and video gaming has been described from a multitude of perspectives, from positive, to negative, to neutral. However, recent research has indicated that computer use and video gaming may be positively associated with achievement, yet these studies have focused on small intact and qualitative samples. The purpose of the present study is to examine the association between academic achievement in high school and student use of computers for fun and video gaming using the large nationally representative ELS:2002 sample of students in grade 10 in 2002 and an independent effects two-level hierarchical linear model. Our results indicate that both student use of computers for fun and moderate levels of video gaming were positive and significant on cross-sectional reading and mathematics achievement assessments in high school, controlling for multiple covariates of achievement, but were not related to growth in mathematics from grade 10 to grade 12. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Learning Disabilities; State Standards; Mathematics Skills; Mathematics Instruction; Elementary Secondary Education; Academic Standards; Mathematics Tests; Outcomes of Education; Mathematics Teachers; Evidence; Intervention; Basic Skills; Elementary School Teachers; Secondary School Teachers; Elementary School Students; Secondary School Students

Abstract:
The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K-12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully. (Contains 1 table and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; School Effectiveness; Accountability; Achievement Gains; Data Analysis; Correlation; Educational Quality; Evaluation Methods; Scores; Mathematics Tests; Psychometrics; Grade 4; Grade 5; Elementary School Students

Abstract:
Accountability systems that measure student learning rather than student achievement have the potential to more accurately evaluate school quality. However, one methodological concern has remained surprisingly absent from discussions of value-added modeling. Standardized assessments that exhibit either positive or negative correlations between achievement and achievement gains will produce value-added estimates that contradict actual patterns of school effectiveness. This study uses student-level state assessment data to explore the ramifications of these relationships for value-added indicators. Within this state's assessment, the author finds strong negative relationships between achievement and subsequent achievement gains--initially low-scoring students appeared to gain more than their high-achieving peers. Because students are not randomly assigned to schools by achievement, these child-level correlations strongly influence school-level value-added estimates, in some cases quite dramatically. However, the manifestation of these relationships varies across four different analytic techniques, depending on how a particular approach modeled the associations between initial status and gain. (Contains 6 tables, 2 figures and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Tests; Gender Differences; Mathematics Instruction; Mathematical Models; High Stakes Tests; Error Patterns; Difficulty Level; Test Items; Validity

Abstract:
Researchers interested in exploring substantive group differences are increasingly attending to bundles of items (or testlets): the aim is to understand how gender differences, for instance, are explained by differential performances on different types or bundles of items, hence differential bundle functioning (DBF). Some previous work has modelled hierarchies in data in this context or considered item responses within persons, but here we model the bundles themselves as explanatory variables at the item level potentially explaining significant intra-class correlation due to gender differences in item difficulty, and thus explaining variation at the second item level. In this study, we analyse DBF using single- and two-level models (the latter modelling random item effects, which models responses at Level 1 and items at Level 2) in a high-stakes National Mathematics test. The models show comparable regression coefficients but the statistical significances of the two-level models are smaller due to the larger values of the estimated standard errors. We discuss the contrasting relevance of this effect for test developers and gender researchers. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Standard Setting (Scoring); Cognitive Processes; Mathematics Tests; Language Tests; English (Second Language); Second Language Learning; English Teachers; Mathematics Teachers; Grade 5; Cutting Scores; Influences; Feedback (Response); Developing Nations; Foreign Countries

Abstract:
Considerable research about standard setting has revolved around a U.S.-centric policy context. That is, over the past decade, conclusions about thought processes and the interaction of education policy and panelists' judgments have been based on assumptions of comparable policy settings. However, whether these assumptions generalize to other education contexts is to some extent unknown. This study addresses what standard setting panelists in a developing nation think about when making item performance estimates for students in various performance categories. Panelists were asked to respond to a set of questions at various stages of the standard setting workshop. The results suggested that panelists gained experience about standard setting procedure, understanding descriptions of the performance level categories, and making more consistent decisions on the test items. Most of the panelists were not influenced by the item p-value and impact data while making Round 2 ratings. However, the panelists did mention that the feedback data helped them to understand better the four performance level categories and provided a reality check of their Round 1 item performance estimates. Salient factors for panelists in this study are compared with findings from other research in the area. (Contains 8 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Indigenous Populations; Multiple Regression Analysis; Oral Language; Language Role; Language Tests; Mathematics Instruction; Language Patterns; Learner Engagement; Early Childhood Education; Mathematical Concepts; Mathematical Aptitude; Program Implementation; Program Effectiveness; Outcome Measures; Pretests Posttests; Predictor Variables; Mathematics Achievement; Mathematics Tests

Abstract:
This paper explores the outcomes of the first year of the implementation of a mathematics program ("Representations, oral language and engagement in Mathematics": RoleM) which is framed upon research relating to effectively supporting young Indigenous students' learning. The sample comprised 230 Indigenous students (average age 5.76 years) from 15 schools located across Queensland. The pre-test and post-test results from purposely developed language and mathematics tests indicate that young Indigenous Australian students are very capable learners of mathematics. The results of a multiple regression analysis denoted that their ability to ascertain the structure of patterns and to understand mathematical language were both strong predictors of their success in mathematics, with the latter making the larger contribution. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
National Competency Tests; Measures (Individuals); African American Students; Comparative Analysis; Scores; Mathematics Tests; Mathematics Achievement; Gender Differences; Family Environment; Parent Child Relationship; Parent Participation; Academic Achievement

Abstract:
This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2-3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Placement; Remedial Instruction; Scores; College Attendance; Academic Failure; College Preparation; Tests; Regression (Statistics); Costs; Educational Attainment; Cutting Scores; Mathematics Tests; Reading Tests; College Students

Abstract:
About one-third of college students are required to take remedial courses to redress the lack of preparation for college-level coursework. Assignment to remediation is generally made on the basis of a placement test score, and in some states students are required to take a placement test prior to enrolling in college-level courses. In this type of setting, assignment to remediation may have the unintended effect of dissuading students from actually going to college. This is because remedial courses typically do not count towards a college degree, so remediation increases the cost of college by increasing the time required to complete a degree. Furthermore, being identified as in need of remediation could directly affect enrollment rates via stigma effects or by providing students with information about their unsuitability for college. This paper examines this issue empirically using administrative data from the state of Texas. Using regression discontinuity methods, we find that students whose placement exam scores would require them to be in remediation are no less likely to enroll in college than are those scoring just above the remediation placement cutoff. Appended are: (1) Distribution of Min (Math, Reading) Score; and (2) Average Max (Math, Reading) Score by Min (Math, Reading) Score. (Contains 5 figures, 7 tables and 23 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; College Readiness; Evidence; Educational Change; Instructional Improvement; Higher Education; Secondary Education; Standard Setting; Career Readiness; Validity; Cutting Scores; Algebra; Mathematics Tests

Abstract:
Performance standards are a powerful way to communicate K-12 student achievement (e.g., proficiency) and are the cornerstone of standards-based reform. As education reform shifts the focus to college and career readiness, approaches for setting performance standards need to be revised. We argue that the focus on assessing student readiness can move performance standards toward an increasingly empirical grounding, leading to more meaningful and understandable standards for student achievement and better guideposts for instructional improvement. Specifically, we describe and illustrate the processes and practices associated with "evidence-based standard setting," taking as our example a specific application in the American Diploma Project Algebra II End-of-Course Exam, which was developed as an indicator of college readiness. (Contains 1 table, 1 figure, and 4 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Algebra; Grade 6; Program Implementation; Formative Evaluation; Instructional Materials; Faculty Development; Elementary School Teachers; Individual Instruction; Intervention; Program Evaluation; Effect Size; Mathematics Achievement; Program Effectiveness; Performance Based Assessment; Mathematics Tests; Outcome Measures; Elementary School Mathematics

Abstract:
The study examined the impact of "POWERSOURCE"[C], an intervention consisting of formative assessments, instructional resources, and professional development designed to help teachers provide individual instruction to their students in Algebra I. This study took place in seven districts in Arizona and California during the 2007-08 school year. Researchers assessed the effectiveness of "POWERSOURCE"[C] by comparing student performance on a mathematics achievement test. Results were presented for a composite score and for the three subscales that comprise the main achievement outcome. The outcomes assessed dimensions of student performance in algebra and were constructed from a range of national, state, and local assessments. The study reported that students of teachers who were assigned to use the "POWERSOURCE"[C] intervention performed better on questions about properties of arithmetic. The What Works Clearinghouse (WWC) did not confirm this finding to be statistically significant after adjusting for the clustering of students within teachers as the unit of assignment. The research described in this report for the sample that randomly assigned teachers to condition meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for the mathematics achievement domain; (3) Study findings for the mathematics achievement domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 1 endnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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