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The Link Between Middle School Mathematics Course Placement and Achievement.

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Title: The Link Between Middle School Mathematics Course Placement and Achievement.
Authors: Domina, Thurston
Source: Child Development. Sep/Oct2014, Vol. 85 Issue 5, p1948-1964. 17p. 4 Charts, 1 Graph.
Subjects: Eighth grade (Education), Algebra education in middle schools, Geometry education, Mathematics education (Middle school), Ability grouping (Education), Track system (Education), Mathematical readiness, Public schools
Geographic Terms: United States
Abstract: The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement ( n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. [ABSTRACT FROM AUTHOR]
Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Sep/Oct2014, Vol. 85 Issue 5, p1948-1964. 17p. 4 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Eighth+grade+%28Education%29%22">Eighth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra+education+in+middle+schools%22">Algebra education in middle schools</searchLink><br /><searchLink fieldCode="DE" term="%22Geometry+education%22">Geometry education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+education+%28Middle+school%29%22">Mathematics education (Middle school)</searchLink><br /><searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Track+system+%28Education%29%22">Track system (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+readiness%22">Mathematical readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Public+schools%22">Public schools</searchLink>
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  Data: The proportion of eighth graders in United States public schools enrolled in algebra or a more advanced mathematics course doubled between 1990 and 2011. This article uses Early Childhood Longitudinal Study's Kindergarten Cohort data to consider the selection process into advanced middle school mathematics courses and estimate the effects of advanced courses on students' mathematics achievement ( n = 6,425; mean age at eighth grade = 13.7). Eighth-grade algebra and geometry course placements are academically selective, but considerable between-school variation exists in students' odds of taking these advanced courses. While analyses indicate that advanced middle school mathematics courses boost student achievement, these effects are most pronounced in content areas closely related to class content and may be contingent on student academic readiness. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Child Development is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/cdev.12255
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 1948
    Subjects:
      – SubjectFull: Eighth grade (Education)
        Type: general
      – SubjectFull: Algebra education in middle schools
        Type: general
      – SubjectFull: Geometry education
        Type: general
      – SubjectFull: Mathematics education (Middle school)
        Type: general
      – SubjectFull: Ability grouping (Education)
        Type: general
      – SubjectFull: Track system (Education)
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      – SubjectFull: Mathematical readiness
        Type: general
      – SubjectFull: Public schools
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      – SubjectFull: United States
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      – TitleFull: The Link Between Middle School Mathematics Course Placement and Achievement.
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              M: 09
              Text: Sep/Oct2014
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              Y: 2014
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