The Impact of Curriculum-based Measurement on Mathematic Achievement at a Private Christian Elementary School PDF Download
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Author: Heather Richardson Williams
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 298
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Book Description
This study was designed to investigate the usefulness of Curriculum-Based Measurement (CBM) as a means to increase math achievement in the Christian school. Single blind experimentation was conducted by treating students with biweekly math computation CBM probes or a placebo treatment. Twelve classrooms participated in the experiment, with six classrooms being randomly assigned to each group. Participating students were in second, third, and fourth grade at a conservative Christian elementary school. Participants completed a pretest of math skills and a survey to gauge their attitudes towards mathematics. Following initial assessments, eight weeks of treatment were administered by the classroom teachers. At the end of treatment, a posttest of math skills was given. - Abstract.
Author: Heather Richardson Williams
Publisher:
ISBN:
Category : Educational tests and measurements
Languages : en
Pages : 298
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Book Description
This study was designed to investigate the usefulness of Curriculum-Based Measurement (CBM) as a means to increase math achievement in the Christian school. Single blind experimentation was conducted by treating students with biweekly math computation CBM probes or a placebo treatment. Twelve classrooms participated in the experiment, with six classrooms being randomly assigned to each group. Participating students were in second, third, and fourth grade at a conservative Christian elementary school. Participants completed a pretest of math skills and a survey to gauge their attitudes towards mathematics. Following initial assessments, eight weeks of treatment were administered by the classroom teachers. At the end of treatment, a posttest of math skills was given. - Abstract.
Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1135855692
Category : Education
Languages : en
Pages : 216
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Book Description
Summarizing data derived from a four-year combined longitudinal/ cross-sectional comparative study of the implementation of one standards-based middle school curriculum program, Mathematics in Context, this book demonstrates the challenges of conducting comparative longitudinal research in the reality of school life. The study was designed to answer three questions: What is the impact on student performance of the Mathematics in Context instructional approach, which differs from most conventional mathematics texts in both content and expected pedagogy? How is this impact different from that of traditional instruction on student performance? What variables associated with classroom instruction account for variation in student performance? The researchers examined a range of variables that affected data collection. These variations highlight the need to study the effects of the culture in which student learning is situated when analyzing the impact of standards-based curricula on student achievement. This book is directed to educational researchers interested in curriculum implementation, mathematics educators interested in the effects of using reform curriculum materials in classrooms, evaluators and research methodologists interested in structural modeling and scaling of instructional variables, and educational policy makers concerned about reform efforts.
Author: George Bickert
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 103
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Book Description
The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held publicly accountable for the academic performance and progress of all students. Since implementation of the law, much attention has been focused on the "achievement gap," that is, any differences in performance between groups of students. Students associated with the achievement gap typically come from certain demographics: minorities, low-income families, students with disabilities, and students with limited English proficiency (English Language Learners). The purpose of this study was to examine the effect of using curriculum-based measures (CBMs) on math achievement, particularly ELL students. Eight elementary schools in northwestern New Mexico, divided into two groups (control and experimental) of four schools each, used the same state-approved, core math curriculum, were compared using a quasi-experimental research design. In addition to the regular core curricular materials, the experimental schools were provided with weekly CBMs, containing sample questions developed from the state's performance standards. Each weekly CBM included at least one question from each of the five broad math strands: number and operations, algebra, geometry, measurement, and data and probability. Fourth (N = 283) and fifth grade (N = 294) students who had continuous enrollment for the duration of the experiment served as subjects. Successive regular administrations of the New Mexico Standards Based Assessment math subtest served as the pre- and posttest measures. Analysis of covariance tests, with the pretest as the covariate, revealed no significant treatment effects for either the fourth or fifth grade students through the use of CBMs as a supplement to the core math curriculum. The significant effects, supported by previous research, were the school and, especially, the teacher for both grades. In this study, the effects of the classroom teacher were of more importance to student achievement than either the school a child attended or what curriculum program or process a given school employed.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 1
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Book Description
"Achievement Effects of Four Elementary School Math Curricula: Findings from First Graders in 39 Schools" examined the relative effectiveness of four widely-used early elementary school math curricula: (1) "Investigations in Number, Data and Space" ("Investigations"); (2) "Math Expressions" ("ME"); (3) "Saxon Math" ("Saxon"); and (4) "Scott Foresman-Addison Wesley Mathematics" ("SFAW"). The study included about 1,300 first graders from 39 schools in four school districts in Connecticut, Minnesota, New York, and Nevada. The relative effectiveness of the four curricula was measured by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study-Kindergarten Class (ECLS-K). The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. Highlights of the study are presented herein. [The following study is the focus of this "Quick Review": Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., & Murphy, R. (2009). "Achievement effects of four elementary school math curricula: Findings from first graders in 39 schools" (NCEE 2009-4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education (ED504418).].
Author: Ellen Amanda Teelucksingh
Publisher:
ISBN:
Category :
Languages : en
Pages : 264
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Book Description
Author: Heather E. Thoburn
Publisher:
ISBN:
Category : Curriculum-based assessment
Languages : en
Pages : 44
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Book Description
"The educational system has placed an emphasis on reading instruction and assessment. Districts are now making a change to place more attention on the area of mathematics. The challenge of helping all students at their level of instruction has become more noticeable and systems are beginning to make a change to the response to intervention model. More of an importance is placed on monitoring students and ensuring that all are receiving appropriate instruction and interventions. Curriculum-based measurement in math offers an efficient way to assess and monitor progress in math calculation. The current study examines the technical adequacy of a school created math screening tool by investigating reliability and criterion related validity of the measure. The relationship between the screening tool, the WASL math test, and a published math CBM with national norms (AIMSweb) is examined with a sample of 278 fourth and fifth grade students. The screener demonstrated strong reliability evidence and has some evidence for validity"--Document.
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 2
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Book Description
The study examined the relative effectiveness of four early elementary school math curricula: Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. The study analyzed data on more than 8,000 first- and second-grade students in 110 schools in 12 districts in 10 states. In each of the participating school districts, schools were randomly assigned to use one of the four curricula. A random sample of approximately 10 students per classroom was included in the analysis. The study measured the relative effects of the four curricula by comparing end-of-year test scores on a nationally normed math assessment developed for the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) for first graders and on a similar assessment adapted for this study for second graders. For first graders, the authors found no statistically significant differences in student math achievement among the curricula after adjusting results for multiple curricula comparisons within the same analysis. For second graders, one difference was statistically significant after taking multiple curricula comparisons into account. Second-grade students attending Saxon Math schools scored 0.17 standard deviations higher than students attending Scott Foresman-Addison Wesley Mathematics schools, roughly equivalent to moving a student from the 50th to the 57th percentile in math achievement. The research described in this report meets WWC evidence standards. This was a well-implemented randomized controlled trial. [The following study is reviewed in this intervention report: Agodini, R., Harris, B., Thomas, M., Murphy, R., Gallagher, L., & Pendleton, A. (2010). Achievement effects of four early elementary school math curricula: Findings for first and second graders (NCEE 2011-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. A copy of this study can be accessed at ED512551. An earlier report in this series focused on one cohort of first graders: "Achievement effects of four elementary school math curricula: Findings from first graders in 39 schools (NCEE 2009-4052)." This report may be found at ED504418.
Author: What Works Clearinghouse (ED) Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 4
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Book Description
Riordan and Noyce (2001) report that schools that used the Connected Mathematics Project (CMP) for two to three years had greater gains in math achievement overall than those in the comparison group. Riordan and Noyce do not report whether this difference was statistically significant. However, t tests calculated by the WWC using data provided by Riordan and Noyce indicate that the difference is not statistically significant. In additional analyses, Riordan and Noyce compared performances on four mathematics topics covered by the outcome measure and found that students in the CMP schools scored statistically significantly higher in all of these areas.
Author: What Works Clearinghouse (ED) Washington, DC.
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Riordan and Noyce (2001) report that schools that used the Connected Mathematics Project (CMP) for two to three years had greater gains in math achievement overall than those in the comparison group. Riordan and Noyce do not report whether this difference was statistically significant. However, t tests calculated by the WWC using data provided by Riordan and Noyce indicate that the difference is not statistically significant. In additional analyses, Riordan and Noyce compared performances on four mathematics topics covered by the outcome measure and found that students in the CMP schools scored statistically significantly higher in all of these areas.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 12
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Book Description
