Longitudinal algebra prediction for early versus later takers
Paul T. Cirino,
Tammy D. Tolar and
Lynn S. Fuchs
The Journal of Educational Research, 2019, vol. 112, issue 2, 179-191
Abstract:
Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were assessed in Grade 6 on cognitive, numerosity, and mathematical skills, and then followed; 26 students took Algebra I in Grade 8, and the other 27 in Grade 9. Comparisons between groups at Grade 6 revealed gaps in some (but not all) cognitive skills and on mathematical competencies, but not on numerosity. By Algebra I, gaps in cognitive skills diminished, but gaps in mathematical skills remained constant. Gaps in algebra skills were also apparent, despite the age difference between groups. Results suggest that the additional year of instruction was not optimally tuned to pave the way for strong Algebra I performance.
Date: 2019
References: Add references at CitEc
Citations:
Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2018.1486279 (text/html)
Access to full text is restricted to subscribers.
Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
HTML/Text
Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:112:y:2019:i:2:p:179-191
Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20
DOI: 10.1080/00220671.2018.1486279
Access Statistics for this article
The Journal of Educational Research is currently edited by Mary F. Heller
More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().