View in EDS PDF Full Text

Structural Accommodations in Middle School Mathematics: Implications for Lessening the Achievement Gap for English Learners

Saved in:
Bibliographic Details
Title: Structural Accommodations in Middle School Mathematics: Implications for Lessening the Achievement Gap for English Learners
Language: English
Authors: Albert M. Jimenez, Nicholas Clegorne, Sheryl Croft, David G. Buckman
Source: Educational Planning. 2025 32(3):93-106.
Availability: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Middle School Students, Mathematics Instruction, Mathematics Achievement, English Learners, Standardized Tests, Visual Aids, Achievement Gap, Item Analysis, Benchmarking, School Districts, Test Items, Culture Fair Tests
ISSN: 1537-873X
Abstract: This quantitative study was designed to determine whether the use of graphical aids in standardized mathematics testing is effective in lessening the achievement gap between English Language Learner (ELL) students and their non-ELL counterparts for middle-grade aged students. The data used for this study include data from 2,659 students and come from a series of district-generated benchmark examinations for grades six through eight. Differential Item Functioning (DIF) analysis was implemented using the Rasch Item Response Theory model in Bilog-MG to locate all the items that exhibited DIF between ELLs and non-ELLs. The premise is that DIF exhibiting items should not be those with a useful graphical aid. Only four of the 31 DIF exhibiting items contained a useful graphical aid, with three of the four favoring ELL students. This finding aligns with previous work, suggesting that graphical aids in mathematics exam creation should be used as a way to better allow ELL students to show their understanding of mathematics knowledge and better ensure fairness and accessibility for all learners, specifically ELL students.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481285
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGr6YAyF2C6c025RnKORUw-AAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDKrqIwuBTtZChIFUVAIBEICBmj3SjyGP-QkTtLnIp9lsSQ5ZoTiSzZ7TNRJa_sTFbLXbuyDJFe09N_7t3D789r2uZcQ0hGpIa8q3oo3hos4j8CIclM4Eaauan43HxUIAq82nnp-c1b13GJS7H2UIjhLeZVxnlcQhdCCHdULmv0gHmbPfepTn0p06m5wCWO9o2Ctin2-N_4g0yMe9m-_9QhOsz8-eAXKjhP-Al2M=
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1481285
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1481285
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Structural Accommodations in Middle School Mathematics: Implications for Lessening the Achievement Gap for English Learners
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Albert+M%2E+Jimenez%22">Albert M. Jimenez</searchLink><br /><searchLink fieldCode="AR" term="%22Nicholas+Clegorne%22">Nicholas Clegorne</searchLink><br /><searchLink fieldCode="AR" term="%22Sheryl+Croft%22">Sheryl Croft</searchLink><br /><searchLink fieldCode="AR" term="%22David+G%2E+Buckman%22">David G. Buckman</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Planning%22"><i>Educational Planning</i></searchLink>. 2025 32(3):93-106.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Item+Analysis%22">Item Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Culture+Fair+Tests%22">Culture Fair Tests</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1537-873X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This quantitative study was designed to determine whether the use of graphical aids in standardized mathematics testing is effective in lessening the achievement gap between English Language Learner (ELL) students and their non-ELL counterparts for middle-grade aged students. The data used for this study include data from 2,659 students and come from a series of district-generated benchmark examinations for grades six through eight. Differential Item Functioning (DIF) analysis was implemented using the Rasch Item Response Theory model in Bilog-MG to locate all the items that exhibited DIF between ELLs and non-ELLs. The premise is that DIF exhibiting items should not be those with a useful graphical aid. Only four of the 31 DIF exhibiting items contained a useful graphical aid, with three of the four favoring ELL students. This finding aligns with previous work, suggesting that graphical aids in mathematics exam creation should be used as a way to better allow ELL students to show their understanding of mathematics knowledge and better ensure fairness and accessibility for all learners, specifically ELL students.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1481285
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1481285
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 93
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: Item Analysis
        Type: general
      – SubjectFull: Benchmarking
        Type: general
      – SubjectFull: School Districts
        Type: general
      – SubjectFull: Test Items
        Type: general
      – SubjectFull: Culture Fair Tests
        Type: general
    Titles:
      – TitleFull: Structural Accommodations in Middle School Mathematics: Implications for Lessening the Achievement Gap for English Learners
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Albert M. Jimenez
      – PersonEntity:
          Name:
            NameFull: Nicholas Clegorne
      – PersonEntity:
          Name:
            NameFull: Sheryl Croft
      – PersonEntity:
          Name:
            NameFull: David G. Buckman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 1537-873X
          Numbering:
            – Type: volume
              Value: 32
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Planning
              Type: main
ResultId 1