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Darrin DeChane; Takako Nomi; Michael Podgursky – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2024
Like most other states, Missouri uses assessments intended to measure whether students are on a pathway to "college and career readiness." The state longitudinal data system now has the capacity to directly test that claim. We make use of 8th-grade assessment (MAP) scores in Math, Science, and Communication Arts for roughly 260,000…
Descriptors: Grade 8, College Freshmen, Correlation, College Attendance
Austin, Wes; Figlio, David; Goldhaber, Dan; Hanushek, Eric A.; Kilbride, Tara; Koedel, Cory; Lee, Jaeseok Sean; Luo, Jin; Özek, Umut; Parsons, Eric; Rivkin, Steven G.; Sass, Tim R.; Strunk, Katharine O. – National Center for Analysis of Longitudinal Data in Education Research (CALDER), 2021
There is empirical evidence of substantial heterogeneity in economic mobility across geographic areas and the efficacy of schools has been suggested as an explanatory factor. Using administrative microdata from seven states covering nearly 3 million students, we explore the potential role of schools in promoting economic mobility by estimating…
Descriptors: Academic Achievement, School Districts, Social Mobility, Socioeconomic Status
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Regional Educational Laboratory Central, 2020
To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…
Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction
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Klute, Mary; Dougherty, Barbara; Van Dine, Douglas – Regional Educational Laboratory Central, 2020
To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…
Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction
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Regional Educational Laboratory Central, 2020
These are the appendixes for the report, "What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8?" To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for…
Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction
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Klute, M.; Dougherty, B.; Van Dine, D. – Regional Educational Laboratory Central, 2020
To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational…
Descriptors: Grade 7, Grade 8, Algebra, Mathematics Instruction
Wilson, Chris – ProQuest LLC, 2016
With the ever-increasing demands of Adequate Yearly Progress (AYP) being placed on school districts, many are looking to afterschool programs to help students meet increasing standards. The purpose of this quantitative study was to examine the impact of an afterschool program on Middle School academic achievement. Principally, this study sought to…
Descriptors: After School Programs, Program Effectiveness, Middle School Students, Academic Achievement
Peters, Joshua A. – ProQuest LLC, 2016
There is a lack of knowledge in whether there is a difference in results for students on paper and pencil high stakes assessments and computer-based high stakes assessments when considering race and/or free and reduced lunch status. The purpose of this study was to add new knowledge to this field of study by determining whether there is a…
Descriptors: Comparative Analysis, Computer Assisted Testing, Lunch Programs, High Stakes Tests
Kite, Toby G. – ProQuest LLC, 2015
After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be…
Descriptors: Middle School Students, Academic Achievement, Response to Intervention, Disabilities
Pendleton, Myra – ProQuest LLC, 2015
The purpose of this study was to determine if there was a difference in the academic achievement in reading among students enrolled in single-gender and coeducational classes, as well as the impact of teachers' perceptions on the outcome of academic achievement. The study used a mixed-method approach to address this purpose. This study reported…
Descriptors: Reading Achievement, Single Sex Classes, Coeducation, Comparative Analysis
Curry, Steven James – ProQuest LLC, 2012
This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade students in Algebra I and Pre-Algebra. Higher level mathematics learning was indicated by an average score of 80% or higher on first and second…
Descriptors: Statistical Analysis, Correlation, Mathematics Instruction, Multiplication
Pratt, Anne-Marie – ProQuest LLC, 2013
This study examined the predictive relationship of fifth-, sixth-, seventh-, and eighth-grade students' final numerical grades for mathematics and communication arts (e.g., English or language arts) and their standardized scores on the Missouri Assessment Program (MAP). It examined the relationship between students' performance on the MAP in the…
Descriptors: Educational Assessment, Grades (Scholastic), Correlation, Academic Achievement
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Dadey, Nathan; Briggs, Derek C. – Practical Assessment, Research & Evaluation, 2012
A vertical scale, in principle, provides a common metric across tests with differing difficulties (e.g., spanning multiple grades) so that statements of "absolute" growth can be made. This paper compares 16 states' 2007-2008 effect size growth trends on vertically scaled reading and math assessments across grades 3 to 8. Two patterns…
Descriptors: Meta Analysis, Scaling, Effect Size, Reading Tests
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National Center for Education Statistics, 2011
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms…
Descriptors: Academic Achievement, Comparative Analysis, Curriculum Development, Ethnic Groups
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National Center for Education Statistics, 2012
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. This report covers the overall results, achievement level…
Descriptors: Achievement Gap, Comparative Analysis, Economic Status, Educational Assessment
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