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

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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
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  Data: Structural Accommodations in Middle School Mathematics: Implications for Lessening the Achievement Gap for English Learners
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  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>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Planning%22"><i>Educational Planning</i></searchLink>. 2025 32(3):93-106.
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  Data: International Society for Educational Planning. 2903 Ashlawn Drive, Blacksburg, VA 24060. Tel: 770-833-1948; Web site: http://isep.info/educational-planning-journal
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  Data: 1537-873X
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  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.
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      – 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
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            NameFull: Sheryl Croft
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            NameFull: David G. Buckman
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              Type: published
              Y: 2025
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