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ERIC Number: ED606821
Record Type: Non-Journal
Publication Date: 2020-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8? REL 2020-023
Klute, Mary; Dougherty, Barbara; Van Dine, Douglas
Regional Educational Laboratory Central
To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational knowledge and skills required for success in advanced math courses. This leaves educators to determine which students are ready for Algebra I in grade 8 and which are not. To inform strategies that address this challenge, this study examined whether student knowledge in five math domains in grade 7 was associated with Algebra I achievement in grade 8. It found that students' scores in all five domains were associated with Algebra I achievement. The "expressions and equations" domain had the strongest association. The association between the "number system" domain and Algebra I achievement was stronger for English learner students than for non English learner students. The associations between the five grade 7 domains and Algebra I achievement did not significantly differ for students who were receiving special education services and those who were not. [For the appendixes, see ED606833; for the study brief, see ED606835; for the study snapshot, see ED606836.]
Regional Educational Laboratory Central. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/central/index.asp
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Central (ED); Marzano Research
Identifiers - Location: Missouri
IES Funded: Yes
Grant or Contract Numbers: EDIES17C0005