This study investigated the relationship between performance on 3 rd and 4th grade Everyday Mathematics assessments and performance on the New Jersey Assessment of Skills and Knowledge for grade 4 (NJASK/4) for 623 students. The data used included test scores and proficiency levels on 3rd grade mid-year and end-of-year as well as 4th grade mid-year Everyday Mathematics assessments and the New Jersey state-mandated, 4th grade, standardized, criterion referenced test. A series of statistical analyses including correlations, regression, cross tabulations and frequency distributions were performed to determine if Everyday Mathematics assessments had predictive validity for performance on the NJASK/4. The analyses also investigated whether predictive validity for performance existed for NCLB subgroups. Findings indicated that there was a significant, moderate relationship between student performance on Everyday Mathematics assessments and NJASKJ4. Proficient performance on all Everyday Mathematics assessments accounted for 34% of the variance in relationship to NJASK/4 performance. Furthermore, 89% of students who performed at passing levels on the Everyday Mathematics assessments also passed NJASK/4. With regard to NCLB subgroups, relationships were also significant and moderate. Most subgroup populations had insufficient numbers to provide valid results. However, trends in performance for NCLB subgroups mirrored findings in other research studies. Overall, students who performed at proficient levels on Everyday Mathematics also performed proficiently on NJASK/4. Since 11% of the students did not perform proficiently on either assessment, other strategies and programs may be needed to assure student achievement. This study did not investigate the influence of teacher preparation or expectations on student performance nor did it examine other mathematical programs. All of these areas are appropriate subjects for further research.This study investigated the relationship between performance on 3 rd and 4th grade Everyday Mathematics assessments and performance on the New Jersey Assessment of Skills and Knowledge for grade 4 (NJASK/4) for 623 students.
|Title||:||The Relationship Between Third and Fourth Grade Everyday Mathematics Assessments and Performance on the New Jersey Assessment of Skills and Knowledge in Fourth Grade (NJASK/4).|
|Author||:||Mariann T. Helfant|
|Publisher||:||ProQuest - 2006|