ACALETICS® and Predicting Mathematics Achievement with Racially Diverse and Economically Disadvantaged Students

Autor/inn/en	Richardson, Sonyia; Hancock, Stephen
Titel	ACALETICS® and Predicting Mathematics Achievement with Racially Diverse and Economically Disadvantaged Students
Quelle	In: Education and Urban Society, 55 (2023) 9, S.1070-1088 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richardson, Sonyia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/00131245221110553
Schlagwörter	Mathematics Education; Grade Prediction; Mathematics Achievement; Minority Group Students; Low Income Students; Standardized Tests; Urban Schools; Elementary School Students; Culturally Relevant Education; Grade 3; Grade 4; Grade 5; Gender Differences; Racial Differences; Florida + Suchen Sie Ihr Suchwort? Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Standadised tests; Standardisierter Test; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Rassenunterschied
Abstract	Math programming that includes assessments to predict standardized mathematics scores can help evaluate student performance and growth during the academic year. ACALETICS® is a highly interactive, culturally inclusive mathematics program that utilizes posttests as continuous comprehensive assessments to evaluate student mathematical knowledge. ACALETICS® also seeks to mitigate demographic student factors that may influence outcomes. However, the ACALETICS® posttest has not been examined to determine if it is predictive of standardized mathematics scores. The purpose of this research is to explore how much variance is accounted for by the ACALETICS® posttest scores with the Florida Standards Assessment Mathematics test scores among 427 racially diverse and economically disadvantaged urban elementary school students after controlling for gender, grade level, and race. Findings indicated that the ACALETICS® posttest significantly explained variance in standardized mathematics scores among a diverse sample and can be used as a tool to monitor and predict mathematics outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01