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

IF 0.8 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH

Education and Urban Society Pub Date : 2022-07-11 DOI:10.1177/00131245221110553

Sonyia C. Richardson, Stephen D. Hancock

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引用次数: 0

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.

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ACALETICS®和预测数学成绩与种族多样化和经济条件不利的学生

数学编程包括预测标准化数学分数的评估，可以帮助评估学生在学年中的表现和成长。ACALETICS®是一个高度互动，具有文化包容性的数学程序，利用后测试作为持续的综合评估来评估学生的数学知识。ACALETICS®还寻求减轻可能影响结果的人口统计学学生因素。然而，ACALETICS®后测尚未被检查，以确定它是否可以预测标准化数学成绩。本研究的目的是探讨在控制性别、年级水平和种族后，427名不同种族和经济条件较差的城市小学生的ACALETICS®测试后分数与佛罗里达标准评估数学测试分数的差异有多大。研究结果表明，ACALETICS®后测显著解释了不同样本中标准化数学成绩的差异，可以用作监测和预测数学结果的工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education and Urban Society Multiple-

CiteScore

3.00

自引率

8.30%

发文量

期刊介绍： Education and Urban Society (EUS) is a multidisciplinary journal that examines the role of education as a social institution in an increasingly urban and multicultural society. To this end, EUS publishes articles exploring the functions of educational institutions, policies, and processes in light of national concerns for improving the environment of urban schools that seek to provide equal educational opportunities for all students. EUS welcomes articles based on practice and research with an explicit urban context or component that examine the role of education from a variety of perspectives including, but not limited to, those based on empirical analyses, action research, and ethnographic perspectives as well as those that view education from philosophical, historical, policy, and/or legal points of view.lyses.