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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