Longitudinal Algebra Prediction for Early versus Later Takers

Autor/inn/en	Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S.
Titel	Longitudinal Algebra Prediction for Early versus Later Takers
Quelle	In: Journal of Educational Research, 112 (2019) 2, S.179-191 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cirino, Paul T.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2018.1486279
Schlagwörter	Algebra; Prediction; Grade 8; Grade 9; Middle School Students; High School Students; Intelligence Tests; Mathematics Tests; Comparative Analysis; Mathematics Skills; Age Differences; Mathematics Achievement; Mathematics Instruction; Grade 6; Cognitive Ability; Cognitive Tests; Longitudinal Studies; Woodcock Johnson Tests of Cognitive Ability; Wechsler Abbreviated Scale of Intelligence + Suchen Sie Ihr Suchwort? Vorhersage; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Intelligence test; Intelligenztest; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Mathmatics sikills; Mathematical ability; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Denkfähigkeit; Kognitiver Fähigkeitstest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance. [For the Grantee Submission to this article, see ED589565.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01