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dc.contributor.authorNelson Walker, Nancy J., 1980-
dc.date.accessioned2012-02-03T21:19:44Z
dc.date.available2012-02-03T21:19:44Z
dc.date.issued2011-06
dc.identifier.urihttp://hdl.handle.net/1794/11927
dc.descriptionxvi, 136 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.en_US
dc.description.abstractAn examination of evidence-based practices for mathematics reveals that a solid grasp of key algebraic topics is essential for successful transition from concrete to abstract reasoning in mathematics. In addition, experts indicate a need to emphasize formative assessment to allow results to inform instruction. To address the dearth of technically adequate assessments designed to support data based decision making in algebra, this study examined (a) the validity of algebra and mixed computation curriculum-based measurement for predicting mid-year general math and algebra outcomes in 8th grade (b) growth rates for algebra and mixed computation CBM in the fall of 8th grade, (c) whether slope is a significant predictor of general math and algebra outcomes after controlling for initial skill, and (d) whether growth rates differ for pre-algebra and algebra students. Participants were 198 eighth grade pre-algebra ( n = 70) and algebra (n = 128) students from three middle schools in the Pacific Northwest. Results indicate moderate relationships between fall performance on mixed computation and algebra CBM and winter SAT-10 and algebra performance and significant growth across the fall. Growth was not found to predict general math and algebra outcomes after controlling for initial skill. Future studies should examine (a) growth rates over an extended period of time with a larger sample of classrooms, (b) instructional variables that may impact growth across classrooms, and (c) the impact on student performance when data gleaned from the mixed computation and algebra CBM are used to support data based decision making in middle school algebra and pre-algebra classrooms.en_US
dc.description.sponsorshipCommittee in charge: Roland Good, Chairperson, Special Education and Clinical Sciences; Elizabeth Ham, Member, Special Education and Clinical Sciences; Leanne Ketterlin Geller, Member, Educational Methodology, Policy, and Leadership; Christopher Phillips, Outside Member, Mathematicsen_US
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.relation.ispartofseriesUniversity of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2011;
dc.rightsrights_reserveden_US
dc.subjectMathematics -- Study and teaching (Middle school)en_US
dc.subjectEducational psychologyen_US
dc.subjectSpecial educationen_US
dc.subjectEducationen_US
dc.subjectMathematics achievementen_US
dc.subjectAlgebraen_US
dc.subjectProgress monitoringen_US
dc.titleProgress Monitoring in Algebra: Exploring Rates of Growth for Middle School Math Curriculum-Based Measurementen_US
dc.title.alternativeExploring Rates of Growth for Middle School Math Curriculum-Based Measurementen_US
dc.typeThesisen_US


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