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ERIC Number: EJ1112165
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0013-189X
Evaluating Longitudinal Mathematics Achievement Growth: Modeling and Measurement Considerations for Assessing Academic Progress
Shanley, Lina
Educational Researcher, v45 n6 p347-357 Aug-Sep 2016
Accurately measuring and modeling academic achievement growth is critical to support educational policy and practice. Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and between early and later mathematics growth parameters. Common patterns included a summer lag in achievement between kindergarten and Grade 1 and an association between achievement at kindergarten entry and later achievement. Notably, there were no statistically significant relationships between early and later rates of growth, and there was minimal variability in achievement growth in the late elementary and middle school grades. Challenges related to assessing academic achievement in the middle grades and modeling academic skill development are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Elementary Education; Kindergarten; Primary Education; Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A