Journal article
Mapping the Relationships Among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures
School psychology review, v 45(1), pp 19-38
01 Mar 2016
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
There is a paucity of evidence supporting the use of curriculum-based mathematics measures (M-CBMs) at the middle school level, which makes data-based decisions challenging for school professionals. The purpose of this study was to examine the relationships among three existing M-CBM indices: (a) basic facts, (b) concepts/application, and (c) measures aligned with Common Core. In a sample of 408 sixth, seventh, and eighth graders, cross-lagged panel analyses were used to examine the temporal relationships of the M-CBM indices over three screening occasions. Latent growth models were also used to investigate (a) patterns of annual growth on the indices and (b) predictive validity of M-CBM level and slope on a high-stakes state assessment. Results indicated that (a) concepts/application scores predicted change in the Common Core measure with mixed evidence that basic facts predicted change on the concepts/application and Common Core tools; (b) growth was positive in all grades but nonlinear in some grades; and (c) fall scores on all measures, but only slopes on the Common Core tool, were related to performance on the high-stakes assessment.
Metrics
Details
- Title
- Mapping the Relationships Among Basic Facts, Concepts and Application, and Common Core Curriculum-Based Mathematics Measures
- Creators
- Robin S. Codding - Educational PsychologySterett Mercer - University of British ColumbiaJames Connell - Drexel UniversityCatherine Fiorello - Temple UniversityWhitney Kleinert - University of Massachusetts Boston
- Publication Details
- School psychology review, v 45(1), pp 19-38
- Publisher
- Natl Assoc School Psychologists
- Number of pages
- 20
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000400895400002
- Scopus ID
- 2-s2.0-84977126072
- Other Identifier
- 991019168496804721
UN Sustainable Development Goals (SDGs)
This publication has contributed to the advancement of the following goals:
InCites Highlights
Data related to this publication, from InCites Benchmarking & Analytics tool:
- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Psychology, Educational