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ERIC Number: EJ955506
Record Type: Journal
Publication Date: 2012-Mar
Pages: 12
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1534-5084
Concurrent and Longitudinal Patterns and Trends in Performance on Early Numeracy Curriculum-Based Measures in Kindergarten through Third Grade
Missall, Kristen N.; Mercer, Sterett H.; Martinez, Rebecca S.; Casebeer, Dian
Assessment for Effective Intervention, v37 n2 p95-106 Mar 2012
The purpose of this study was to extend the research on the "Tests of Early Numeracy Curriculum-Based Measurement" (TEN-CBM) tools by examining concurrent and predictive relations from kindergarten through third grade. Using a longitudinal sample of 535 students, this study included logistic regression, latent cluster, and latent transition analyses to examine the patterns and trends of student performance on all four TEN-CBM measures in kindergarten and first grade, math CBM (M-CBM) in first grade, and mathematics performance on a statewide high-stakes assessment in third grade. Results suggest that two of the TEN-CBM tools, Quantity Discrimination and Missing Number, are most robust at predicting later math performance. Longitudinal analysis indicated that students who are low performing in early numeracy at the beginning of kindergarten tend to be low performing in math at third grade. Low-achieving students also demonstrated a greater decrease in math skills over summer months when compared to higher-achieving peers. (Contains 4 tables and 1 figure.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 3; Kindergarten; Preschool Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana
Identifiers - Assessments and Surveys: Indiana Statewide Testing for Educational Progress Plus