Progress Monitoring in Algebra: Exploring Rates of Growth for Middle School Math Curriculum-Based Measurement

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dc.contributor.author Nelson Walker, Nancy J., 1980-
dc.date.accessioned 2012-02-03T21:19:44Z
dc.date.available 2012-02-03T21:19:44Z
dc.date.issued 2011-06
dc.identifier.uri http://hdl.handle.net/1794/11927
dc.description xvi, 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.abstract An 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.sponsorship Committee 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, Mathematics en_US
dc.language.iso en_US en_US
dc.publisher University of Oregon en_US
dc.relation.ispartofseries University of Oregon theses, Dept. of Special Education and Clinical Sciences, Ph. D., 2011;
dc.rights rights_reserved en_US
dc.subject Mathematics -- Study and teaching (Middle school) en_US
dc.subject Educational psychology en_US
dc.subject Special education en_US
dc.subject Education en_US
dc.subject Mathematics achievement en_US
dc.subject Algebra en_US
dc.subject Progress monitoring en_US
dc.title Progress Monitoring in Algebra: Exploring Rates of Growth for Middle School Math Curriculum-Based Measurement en_US
dc.title.alternative Exploring Rates of Growth for Middle School Math Curriculum-Based Measurement en_US
dc.type Thesis en_US


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