Prior Year's Predictors of Eighth-Grade Algebra Achievement

Autor/inn/en	Liang, Jian-Hua; Heckman, Paul E.; Abedi, Jamal
Titel	Prior Year's Predictors of Eighth-Grade Algebra Achievement
Quelle	In: Journal of Advanced Academics, 29 (2018) 3, S.249-269 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liang, Jian-Hua) ORCID (Heckman, Paul E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X18770172
Schlagwörter	Algebra; Grade 8; Predictor Variables; Prior Learning; Mathematics Achievement; Demography; Student Characteristics; Regression (Statistics); Mathematics Tests; Scores; Student Records; Correlation; Predictive Validity; Longitudinal Studies; Grade 7; Statistical Analysis; California + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Prädiktor; Vorkenntnisse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Demografie; Regression; Regressionsanalyse; Schülerakte; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 07; 7. Schuljahr; Schuljahr 07; Statistische Analyse; Kalifornien
Abstract	This study examines the power of cognitive and noncognitive variables to predict students' performance in algebra. We investigated students' prior year's assessment scores and demographic characteristics to predict eighth-grade algebra scores. Using California statewide assessment data, we explored predictive factors in three regression models. These analyses reveal that the seventh-grade mathematics test scores account for 61% of the variance in eighth graders' algebra test scores. Analyzing subscores of the seventh-grade mathematics test, the assessment content focus of "rational numbers" is a major predictor, contributing 48% of the variance in eighth graders' algebra test scores. On the other hand, students' demographic variables show little predictive power for eighth-grade algebra scores. This study provides empirical evidence for understanding the factors that impact a student's success in learning algebra. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01