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ERIC Number: EJ697667
Record Type: Journal
Publication Date: 2004
Pages: 17
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0191-491X
An Examination of Student Mathematics Learning in Elementary and Middle Schools: A Longitudinal Look from the US
Ding, C.; Navarro, V.
Studies in Educational Evaluation, v30 n3 p237-253 2004
School districts in the U.S. increasingly rely on standardized testing to documentstudent achievement in mathematics, reading, science, and English. Educators and policy-makers have engaged in heated debates as to the effects of such standardized testing practices on actual student achievement. In studying these issues, it is important to examine the growth and improvement patterns for individual learners over time. In most studies to date, however, there is a lack of empirical data at the individual level; the studies are rather cross-sectional designs. The current study documents longitudinal math achievement growth based on 716 students in a single U.S. school district. The data for this study are student math scores on SAT 9 achievement tests administered yearly between 1997 and 2000. Multidimensional Scaling profile modeling was used in this investigation to track individual and group patterns over four years. Analysis revealed unequal growth rates. The results are discussed in light of recent school reform effects and raise questions about the expectation of incremental growth curves mandated in the No Child Left Behind Act of 2001 provision that requires Adequate Yearly Progress (AYP). Even in a relatively stable school district, children's actual math learning growth patterns do not mirror the AYP expectation.
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Publication Type: Journal Articles
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Stanford Achievement Tests