Estimating Students' Growth with Algebra Readiness Progress Monitoring Measures for Students with Math Learning Difficulties within a Data-Based Individualization Professional Development Setting
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| Názov: | Estimating Students' Growth with Algebra Readiness Progress Monitoring Measures for Students with Math Learning Difficulties within a Data-Based Individualization Professional Development Setting |
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| Jazyk: | English |
| Autori: | Jiyung Hwang (ORCID |
| Zdroj: | Assessment for Effective Intervention. 2025 51(1):31-42. |
| Dostupnosť: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Počet strán: | 12 |
| Dátum vydania: | 2025 |
| Sponsoring Agency: | Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | H326M170006 |
| Druh dokumentu: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Algebra, Readiness, Progress Monitoring, Middle School Students, Learning Problems, Mathematics Education, Evidence Based Practice, Data Use, Program Effectiveness, Achievement Gains, Mathematics Skills, Individualized Instruction, Faculty Development |
| DOI: | 10.1177/15345084251385491 |
| ISSN: | 1534-5084 1938-7458 |
| Abstrakt: | This study examined students' growth in algebra readiness progress-monitoring measures for a group of U.S. middle school students with math learning difficulties within the context of Project STAIR, a federally funded initiative supporting teachers' use of data-based individualization. Participating teachers received professional development and coaching focused on evidence-based instructional strategies and data use to enhance students' algebra readiness. Using multilevel modeling, we examined students' growth over time on the three measures--Quantity Discrimination, Number Properties, and Proportional Reasoning--which represent foundational skills critical for success in algebra. A total of 82 students who completed weekly progress monitoring measures over a period of 12 to 15 weeks were included in the analysis. Among the three measures, only Proportional Reasoning showed a significant increase in mean scores over time, indicating its sensitivity to student growth. These findings underscore the need for more targeted instructional supports and refined progress monitoring measures to meet the diverse needs of students with math learning difficulties. Practical implications highlight the ongoing challenges of implementing data-based individualization with fidelity and the critical role of sustained coaching and data-informed instructional decision-making in improving outcomes for students at risk in mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Prístupové číslo: | EJ1489680 |
| Databáza: | ERIC |
Nájsť tento článok vo Web of Science | Abstrakt: | This study examined students' growth in algebra readiness progress-monitoring measures for a group of U.S. middle school students with math learning difficulties within the context of Project STAIR, a federally funded initiative supporting teachers' use of data-based individualization. Participating teachers received professional development and coaching focused on evidence-based instructional strategies and data use to enhance students' algebra readiness. Using multilevel modeling, we examined students' growth over time on the three measures--Quantity Discrimination, Number Properties, and Proportional Reasoning--which represent foundational skills critical for success in algebra. A total of 82 students who completed weekly progress monitoring measures over a period of 12 to 15 weeks were included in the analysis. Among the three measures, only Proportional Reasoning showed a significant increase in mean scores over time, indicating its sensitivity to student growth. These findings underscore the need for more targeted instructional supports and refined progress monitoring measures to meet the diverse needs of students with math learning difficulties. Practical implications highlight the ongoing challenges of implementing data-based individualization with fidelity and the critical role of sustained coaching and data-informed instructional decision-making in improving outcomes for students at risk in mathematics. |
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| ISSN: | 1534-5084 1938-7458 |
| DOI: | 10.1177/15345084251385491 |