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ERIC Number: EJ1444681
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1524-8372
EISSN: EISSN-1532-7647
Predicting Marginalized Students' Mathematics Achievement in High School
Bethany Rittle-Johnson; Rebecca Adler; Kelley Durkin
Journal of Cognition and Development, v25 n5 p732-753 2024
The current study is a conceptual replication of the influence of an advanced educational opportunity and several student propensities to learn on a college-readiness assessment for mathematics (ACT scores) among an important and under-studied group of students. We focused on a sample of predominantly Black students from economically-disadvantaged homes in the U.S. (n = 329; 80% Black, 59% female, 66% whose parents had a high-school diploma or less). Accelerated course placement (high-school math course in 8th grade) was a unique predictor of math ACT scores above and beyond prior math achievement and other variables (B = 1.5). In line with a fade-out model, executive function skill in 6th grade was not a unique predictor with other predictors in the model. In line with emerging findings with marginalized students, mathematics self-concept in 6th grade was also not a unique predictor. Finally, students' mathematics achievement at age 4 predicted their math ACT scores in 12th grade (B = 0.69), as did their middle-school mathematics achievement in number, algebra, and geometry (B = 0.43-0.67), which mediated the relation between mathematics achievement at age 4 and math ACT scores. Findings highlight the importance of advanced academic opportunities, which national data indicates marginalized students are less likely to receive, the diminishing role of individual differences in executive function skill as children develop domain knowledge, the diminished role of math self-concept for predicting achievement among marginalized students, and the strong stability in math achievement.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; High Schools; Secondary Education; Adult Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF); Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: ACT Assessment
IES Funded: Yes
Grant or Contract Numbers: 1760225; R305A140126