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Commercially Published Elementary Math Curricula And Their Related Effects On Third And Fourth Grade Student Achievement On The South Dakota Test Of Educational Progress
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Book Synopsis Commercially Published Elementary Math Curricula and Their Related Effects on Third- and Fourth-grade Student Achievement on the South Dakota Test of Educational Progress by : Cheryl D. Thaler
Download or read book Commercially Published Elementary Math Curricula and Their Related Effects on Third- and Fourth-grade Student Achievement on the South Dakota Test of Educational Progress written by Cheryl D. Thaler and published by . This book was released on 2013 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Uncommon Measures by : National Research Council
Download or read book Uncommon Measures written by National Research Council and published by National Academies Press. This book was released on 1998-12-30 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: The issues surrounding the comparability of various tests used to assess performance in schools received broad public attention during congressional debate over the Voluntary National Tests proposed by President Clinton in his 1997 State of the Union Address. Proponents of Voluntary National Tests argue that there is no widely understood, challenging benchmark of individual student performance in 4th-grade reading and 8th-grade mathematics, thus the need for a new test. Opponents argue that a statistical linkage among tests already used by states and districts might provide the sort of comparability called for by the president's proposal. Public Law 105-78 requested that the National Research Council study whether an equivalency scale could be developed that would allow test scores from existing commercial tests and state assessments to be compared with each other and with the National Assessment of Education Progress. In this book, the committee reviewed research literature on the statistical and technical aspects of creating valid links between tests and how the content, use, and purposes of education testing in the United States influences the quality and meaning of those links. The book summarizes relevant prior linkage studies and presents a picture of the diversity of state testing programs. It also looks at the unique characteristics of the National Assessment of Educational Progress. Uncommon Measures provides an answer to the question posed by Congress in Public Law 105-78, suggests criteria for evaluating the quality of linkages, and calls for further research to determine the level of precision needed to make inferences about linked tests. In arriving at its conclusions, the committee acknowledged that ultimately policymakers and educators must take responsibility for determining the degree of imprecision they are willing to tolerate in testing and linking. This book provides science-based information with which to make those decisions.
Book Synopsis Elementary School Structures by : Larry Dwayne Ponder
Download or read book Elementary School Structures written by Larry Dwayne Ponder and published by . This book was released on 2013-01-16 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary third and fourth grade classrooms were found to be primarily structured in two configurations. Self-contained classrooms are structured with one teacher teaching all academic subjects to his or her students and departmentalized classrooms are structured with two teachers teaching a portion of the academic subjects to two classrooms. These structures were found to coexist in one large urban district with whole schools operating under the self-contained structure or departmentalized structure. A review of the literature found that proponents of each of these structures have existed in American schools for more than seventy years and support for each has been sustained. Utilizing ex post facto research methodology, this quantitative study gathered benchmark and state testing data in mathematics and science to identify patterns in achievement based on classroom structures. Data were analyzed utilizing factors of gender, ethnicity, and program participation in English as a second language (ESL), bilingual, and gifted and talented (GT) programs. It was found that students in fourth grade performed significantly better in departmentalized classrooms for mathematics, third grade bilingual students performed significantly better in departmentalized classrooms for mathematics, fourth grade female ESL and bilingual students performed significantly better in self-contained classrooms for mathematics, and fourth grade bilingual students performed significantly better on one science assessment in self-contained instructional settings.
Book Synopsis The Effects of Curriculum Alignment on the Mathematics Achievement of Third-grade Students as Measured by the Iowa Tests of Basic Skills by : Felicia Moss Mitchell
Download or read book The Effects of Curriculum Alignment on the Mathematics Achievement of Third-grade Students as Measured by the Iowa Tests of Basic Skills written by Felicia Moss Mitchell and published by . This book was released on 1998 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of a Reform-based Mathematics Program on Third, Fourth and Fifth Grade Student Achievement by : William M. Ward
Download or read book The Influence of a Reform-based Mathematics Program on Third, Fourth and Fifth Grade Student Achievement written by William M. Ward and published by . This book was released on 2009 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families by : Eileen G. Merritt
Download or read book The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families written by Eileen G. Merritt and published by . This book was released on 2011 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt: Classroom observational measures can provide information about high quality student-teacher interactions, allowing researchers to consider the impacts of these practices on student outcomes. Such measures can take a "process-oriented approach" that considers the nature of interactions between teachers and students, such as the sensitivity of teachers' interactions with students, teachers' effective management of the classroom, and the depth of instruction and quality of feedback given to students--all processes that have been linked to achievement gains (Pianta, Belsky, Houts & Morrison, 2007; Pianta & Hamre, 2009; Ponitz, Rimm-Kaufman, Brock & Nathanson, 2009). Alternatively, observational measures can take a "domain-specific approach" that considers teachers' practices that support information processing in specific subject-areas, such as mathematical problem solving. Seidel and Shavelson conducted a recent meta-analysis that examined the effects of teaching on student learning, considering both domain-specific and process-oriented approaches to teaching in K-12 classrooms. They found that domain-specific processes had larger effects (d = 0.41) on cognitive outcomes in elementary classrooms than all other factors (Seidel & Shavelson, 2007). The present study combines process-oriented and domain specific approaches, using a newly developed measure: the Mathematics Scan (M-Scan) Measure of Mathematics Instructional Quality (Berry, Rimm-Kaufman, Ottmar, Walkowiak & Merritt, 2011). Three primary research questions guided the authors' analyses: (1) What is the contribution of mathematics instructional quality to achievement for low-income students? The authors hypothesized that mathematics instructional quality is a strong predictor of mathematics instructional quality for low-income students, even after controlling for prior achievement, class-size, peer ability level, teachers' experience, and teachers' content knowledge, (2) What is the relative contribution of classroom ability level beyond classroom quality and class size in predicting achievement for low-income third grade students? The authors hypothesized that classroom ability level would contribute to achievement above and beyond mathematical instructional quality and other classroom factors, and (3) Does class size make a difference above and beyond instructional quality and classroom ability level in predicting achievement for low-income third grade students? Their hypothesis was that class size was significantly related to achievement above and beyond mathematics instructional quality and classroom ability level. This research reports the following findings: (1) The authors found that mathematical instructional quality was significantly related to third grade achievement for students from low-income families. For every one point higher a teacher scored on the M-Scan, students scored approximately 12 points higher on a third grade achievement test. Mathematical instructional quality explains 8% of the classroom level variance and 0.4% of the total variance in student achievement after controlling for student prior achievement, teachers' content knowledge, class size, classroom ability level, and teachers' experience level; (2) Results showed the classroom ability level was not a significant predictor of student achievement with all of the other variables in the model. This suggests that when students are offered the same level of instructional quality, teacher content knowledge, teacher experience, and have similar class sizes, the ability level of peers is not significant; and (3) Class size was a significant predictor of achievement for students from low-income families. For every 3 fewer students in a classroom, students scored 11 points higher on the third grade achievement test. Class size explained 28% of the classroom level variance and 3% of the total variance in achievement above and beyond the other variables in the model. Findings suggest the importance of mathematics instructional quality and smaller class size among students from families with low income. Interventions that support teacher improvement in standards-based mathematics may hold promise in efforts to reduce the achievement gap. Appended are: (1) References, and (2) Tables and figures.
Book Synopsis Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report by : What Works Clearinghouse (ED)
Download or read book Scott Foresman-Addison Wesley Elementary Mathematics. What Works Clearinghouse Intervention Report written by What Works Clearinghouse (ED) and published by . This book was released on 2010 with total page 17 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Scott Foresman-Addison Wesley Elementary Mathematics" is a core curriculum for students at all ability levels in prekindergarten through grade 6. The program supports students' understanding of key math concepts and skills and covers a range of mathematical content across grades. The What Works Clearinghouse (WWC) reviewed 12 studies on "Scott Foresman-Addison Wesley Elementary Mathematics" for elementary students. Two of these studies meet WWC evidence standards; one study meets WWC evidence standards with reservations; the remaining nine studies do not meet either WWC evidence standards or eligibility screens. Based on the three studies, the WWC found mixed effects in mathematics achievement for elementary students. Appendices include: (1) Study characteristics; (2) Outcome measures for the mathematics achievement domain; (3) Summary of findings included in the rating for the mathematics achievement domain; (4) Summary of subgroup findings for the mathematics achievement domain; and (5) "Scott Foresman-Addison Wesley Elementary Mathematics" rating for the mathematics achievement domain. (Contains 9 footnotes.) [The following studies are reviewed in this intervention report: (1) Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., & Murphy, R. (2009). "Achievement effects of four early elementary school math curricula: Findings from first graders in 39 schools" (NCEE 2009-4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education; (2) Resendez, M., & Azin, M. (2006). "2005 Scott Foresman-Addison Wesley Elementary Math "Randomized control trial: Final report." Jackson, WY: PRES Associates, Inc.; (3) Resendez, M., & Manley, M. A. (2005). "Final report: A study on the effectiveness of the 2004 Scott Foresman-Addison Wesley Elementary Math program." Jackson, WY: PRES Associates, Inc.; (4) Cambium Learning, Inc. (2006). "An evaluation of Voyages mathematics, Fairview public schools 2005-2006: Technical report." Natick, MA: Author; (5) Cummins-Colburn, B. J. L. (2007). Differences between state-adopted textbooks and student outcomes on the Texas Assessment of Knowledge and Skills examination (Doctoral dissertation, Touro University International). "Dissertation Abstracts International, 68"(06A), 168-2299; (6) Gatti, G. G. (2004). "Scott Foresman-Addison Wesley Math national effect size study." Upper Saddle River, NJ: Pearson Education; (7) Jitendra, A. K., Deatline-Buchman, A., & Sczesniak, E. (2005). A comparative analysis of third-grade mathematics textbooks before and after the 2000 NCTM standards. "Assessment for Effective Intervention, 30"(2), 47-62; (8) Klein, D. (2000). "High achievement in mathematics: Lessons from three Los Angeles elementary schools." Washington, DC: Brookings Institution Press; (9) Simpson, N. (2001). "Scott Foresman California Mathematics validation study pretest-posttest results." Sacramento, CA: Pearson Scott Foresman; (10) Slavin, R. E., & Lake, C. (2007). Effective programs in elementary mathematics: A best-evidence synthesis. "The Best Evidence Encyclopedia." Retrieved April 21, 2008, from http://www.bestevidence.org/word/elem_math_Feb_9_2007.pdf; (11) Triantos, L. M. (2005). "The aftermath of implementing a standards-based curriculum in a K-8 district: Is there a correlation between hands-on instruction and math scores?" Unpublished master's thesis, Rowan University, Glassboro, NJ; and (12) WESTAT. (2003). "Analysis of field testing for Scott Foresman-Addison Wesley Mathematics 2004." Rockville, MD: Author. To view the September 28, 2006 report, see ED493777. ].
Book Synopsis South Dakota 3rd Grade Math Test Prep by : Teachers Treasures
Download or read book South Dakota 3rd Grade Math Test Prep written by Teachers Treasures and published by Createspace Independent Pub. This book was released on 2013-02-11 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: UPDATED with 150 additional math problems! Our CCLS (Common Core Learning Standards) series for 3rd Grade Mathematics version prepares students throughout South Dakota for the required Common Core Standards to test students' math proficiency. The emphasis is on representing and solving problems involving multiplication and division; understanding properties of multiplication and the relationship between multiplication and division; multiplying and dividing within 100; solving problems involving the four operations, and identify and explain patterns in arithmetic; using place value understanding and properties of operations to perform multi-digit arithmetic; developing understanding of fractions as numbers; solving problems involving measurement and estimation; representing and interpreting data; and reasoning with shapes and their attributes. These standards are covered extensively by the practice problems. This book contains over 500 practice problems aligned to each Common Core Learning Standard. In addition the book contains an answer key to practice problems.
Book Synopsis The Effects of Standards-based Instruction on the Mathematics Achievement of Third, Fourth, and Fifth Grade Students by : Susan Armbruster
Download or read book The Effects of Standards-based Instruction on the Mathematics Achievement of Third, Fourth, and Fifth Grade Students written by Susan Armbruster and published by . This book was released on 1999 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effects of Everyday Mathematics on Student Achievement of Third-, Fourth-, and Fifth-grade Students in a Large North Texas Urban School District by :
Download or read book A Study of the Effects of Everyday Mathematics on Student Achievement of Third-, Fourth-, and Fifth-grade Students in a Large North Texas Urban School District written by and published by . This book was released on 2000 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Technology-based Instruction Versus Traditional Instruction on Reading Achievement, Math Achievement, and Attitude of Third Grade Students by : Amelia Schultz Brock
Download or read book Effects of Technology-based Instruction Versus Traditional Instruction on Reading Achievement, Math Achievement, and Attitude of Third Grade Students written by Amelia Schultz Brock and published by . This book was released on 2008 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Implementation Fidelity of Davis School District's Third Grade Advantage Math Curriculum and Student Mathematics Achievement by : Jennifer Evans
Download or read book Implementation Fidelity of Davis School District's Third Grade Advantage Math Curriculum and Student Mathematics Achievement written by Jennifer Evans and published by . This book was released on 2017 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the third grade implementation of the new math curriculum written and disseminated by Davis School District. The new math program, known as Advantage Math, uses the Standards for Mathematical Practice and the mathematics teaching practices. This project answered the following questions: 1. To what degree did teachers implement student-focused elements of Advantage Math curriculum with fidelity? 2. Was there a relationship between teachers' Advantage Math implementation fidelity and student mathematics achievement?
Book Synopsis South Dakota 3rd Grade Math Test Prep by : Teachers Treasures
Download or read book South Dakota 3rd Grade Math Test Prep written by Teachers Treasures and published by CreateSpace. This book was released on 2014-06-13 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our 2nd edition South Dakota 3rd Grade Math Test Prep for Common Core State Standards is an excellent resource to assess and manage student's understanding of concepts outlined in the Common Core State Standards Initiative. This resource is formatted into three sections: Diagnostic, Practice, and Assessment with multiple choice and open questions in each section. The material covered includes emphasis on representing and solving problems involving multiplication and division; understanding properties of multiplication and the relationship between multiplication and division; multiplying and dividing within 100; solving problems involving the four operations, and identify and explain patterns in arithmetic; using place value understanding and properties of operations to perform multi-digit arithmetic; developing understanding of fractions as numbers; solving problems involving measurement and estimation; representing and interpreting data; and reasoning with shapes and their attributes. These standards are covered extensively by the practice problems. This book contains over 500 practice problems aligned to each Common Core State Standard. In addition the book contains an answer key to practice problems. Paperback: 218 double-sided pages Publisher: Teachers' Treasures, Inc. Language: English
Book Synopsis The Effects of Teacher Stability on Third Grade Student Achievement as Measured by the North Carolina End-of-grade Tests in Reading and Mathematics by : Juddson W. Starling
Download or read book The Effects of Teacher Stability on Third Grade Student Achievement as Measured by the North Carolina End-of-grade Tests in Reading and Mathematics written by Juddson W. Starling and published by . This book was released on 2009 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the effects of teacher stability on student achievement as measured by the North Carolina end-of-grade tests in reading and mathematics for third grade students. The perceptions of third grade teachers and elementary school principals concerning issues with teacher stability were also examined. Accountability for public schools in North Carolina has driven educators to find ways to increase student achievement. Teacher stability is a variable that can be controlled by educators in an attempt to increase student achievement. -- The writer gathered test data from a school district in the central piedmont area of North Carolina (p. 28) and analyzed test scores by the number of years that a teacher had taught third grade in a school. The levels of stability were measured by the teaching of third grade in a school for three years, more than three years, or less than three years. Surveys were also given to third grade teachers and elementary school principals to measure their perceptions of the effects of teacher stability on student achievement and on the school as a whole. -- Analysis of the data revealed that there was a positive difference in the mean scale scores on both the reading and mathematic end-of-grade tests when teacher stability was considered. The analysis of the survey data showed that both third grade teachers and elementary school principals perceived that teacher stability was a factor in student achievement and had a positive impact on school culture and climate.
Book Synopsis Effects of TRIAD on Mathematics Achievement by : Douglas H. Clements
Download or read book Effects of TRIAD on Mathematics Achievement written by Douglas H. Clements and published by . This book was released on 2016 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although some research-based educational practices have shown promise, many fail to be implemented at a scale that affects more than a small proportion of children. Further, research on interventions for young children includes mixed results, with most documenting "fadeout" of effects after several years, but some showing lasting effects. In this study, the authors evaluated the long-term impacts of a model for scaling up early interventions, in this case a successful early mathematics curriculum, testing to see whether the originally-sustained impacts persisted up to 7 years beyond baseline. The original evaluation of TRIAD (Technology-enhanced, Research-based, Instruction, Assessment, and professional Development) employed a cluster randomized trial (CRT) design to test the effectiveness of the TRIAD scale-up approach, using the Building Blocksʼ early mathematics curriculum (BB) in preschool. In this evaluation, 42 schools were randomly assigned to three groups. One of the groups was a business-as-usual control (CTRL). In preschool, the other two conditions were identical and entailed TRIAD scale-up (intensive training, coaching focused on both BB curriculum and linked assessment and online professional development). After preschool, one of the treatment conditions included follow-through professional development through 1st grade, including knowledge of the intervention and ways to build upon that knowledge using learning trajectories (TRIAD Follow-Through or TRIAD-FT) while the other condition implemented business-as-usual control (TRIAD Non-follow-through or TRIAD-NFT). Students in the two treatment conditions significantly outperformed their peers in the control condition through 1st grade. The primary purpose of the current investigation was to examine the long-term effects of the early mathematics curriculum, but the secondary aim was to explore whether the TRIAD scale-up approach itself, which included aligned professional development for kindergarten and 1st grade teachers, also enhanced the effects of the pre-K curriculum beyond 1st grade. Research questions were as follows: (1) What are the differences in the average math achievement of the three original study groups (TRIAD-NFT, TRIAD-FT, and CTRL) in 3rd, 4th, and 5th grade; (2) Do the differences in the 3rd, 4th, and 5th grade math achievement of the original study groups vary by the socio-economic and racial/ethnic backgrounds of the students in the groups; (3) What are the differences in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade); and (4) Do the differences in the in the 3rd, 4th, and 5th grade math achievement of the subset of children who remained in the group to which their original school was randomly assigned throughout the intervention period (pre-K through 1st grade) vary by the students' socio-economic status and racial/ethnic backgrounds? Figure 1 presents results addressing the first research question that pertain to the differences between the three groups at the end of pre-K through 5th grade. Figures 2a and 2b inform the second research question and show the effects of the FT and NFT conditions separately for African-American, Hispanic, other minority, and white students. Figures 3a and 3b show the FT and NFT effect estimates separately for the low and high SES subgroups formed based on students' eligibility for FRPL. Figures 4, 5a, 5b, 6a, and 6b inform the 3rd and 4th research questions and show parallel results for the stayers (students who stayed in the original conditions between pre-K and 1st grade). Impacts at the end of 5th grade were statistically significant and considerably larger than impacts in 3rd and 4th grade for both conditions and all subgroups. Tables and figures are appended.
Book Synopsis A Nation Deceived by : Nicholas Colangelo
Download or read book A Nation Deceived written by Nicholas Colangelo and published by . This book was released on 2004 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis 180 Days of Math for Third Grade by : Jodene Lynn Smith
Download or read book 180 Days of Math for Third Grade written by Jodene Lynn Smith and published by . This book was released on 2019 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt:
