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ERIC Number: EJ1116869
Record Type: Journal
Publication Date: 2016-Nov
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1863-9690
EISSN: N/A
Longitudinal Growth on Curriculum-Based Measurements Mathematics Measures for Early Elementary Students
Lembke, Erica; Lee, Young Sun; Park, Yoon Soo; Hampton, David
ZDM: The International Journal on Mathematics Education, v48 n7 p1049-1063 Nov 2016
This article describes a study addressing how Curriculum-Based Measurement mathematics measures function as screening tools for students in grades Kindergarten through 2 over time, and for students in different demographic groups. Specifically, the research questions were: (1) What growth rates are produced for Curriculum-Based Measurement early numeracy measures and are these growth rates significant? (2) Do growth rates for Curriculum-Based Measurement early numeracy measures vary by demographic factors such as gender, race, and lunch status? To answer these questions, predictive validity across multiple years was examined for close to 1000 students in grades Kindergarten through 2 on mathematics measures that included Counting, Number Identification, Missing Number, Quantity Discrimination, Number Facts, Next Number, Computation, and Concepts problems. For all grades, results indicated that some measures increased significantly over time. Differences were observed for students at baseline by gender and lunch status and these covariates also produced differences in growth rates, depending on the measure. Implications for future research and practical implications for early identification and for use by teachers are addressed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A