Download or read book Predicting Math Achievement on the Missouri Assessment Program written by Rose O. Tallent and published by . This book was released on 2000 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comparison Between Student Math Fluency as Assessed by AimsWeb MCOMP Test and Grades 3 4 5 Student Achievement as Measured by State Assessments in the State of Missouri written by Kristina Rinard and published by . This book was released on 2012 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: Just as in most other states in the United States, educators in the state of Missouri are eager to predict student outcomes on the state mandated test, in this case the Missouri Assessment Program (MAP). Schools and districts are anxious for students to perform at a proficient or advanced level in both mathematics and reading. The more information they can collate to tell them where their students are performing at the beginning of the year, the more specialized and specific educators can be in their instruction. Many schools have turned to private assessment and data collection systems, like AimsWeb, to help them ascertain which students are at risk for performing below the proficient level on the MAP. For this study, individual student MAP scores were collected from the district as well as individual scores on the AimsWeb Math Computational Assessment. Research indicated that there is a moderate correlation between students' scores on the AimsWeb M-COMP assessments and the MAP test.
Download or read book Relationship Between Course taking Behavior Gender and Mathematics Achievement on the Missouri Assessment Program MAP written by Geraldine Dressel Baumgart and published by . This book was released on 2005 with total page 213 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between student course taking, specifically the year of Algebra completion (grade 8, 9, 10, or not completed), and performance on the Missouri Assessment Program (MAP) mathematics test in grades 8 and 10. Data collected were student scores on the MAP tests, TerraNova tests in Communication Arts and Mathematics, student math grades, and demographic factors of gender and race. The sample of 512 students was taken from one school district in east central Missouri. The MAP mathematics tests contain 3 item types. Item type was statistically significant with both males and females scoring highest on Multiple Choice followed by Constructed Response and Performance Event items. Males and females had similar profiles for item types at both grade levels with males performing better than females on each item type at grades 8 and 10. The only statistically significant gender difference was on Multiple Choice items in grade 10. Course taking was significantly related to performance on the six MAP mathematics content strands. Number Sense, Geometry and Spatial Sense, Data Analysis and Probability, Patterns and Relationships, Mathematical Systems, and Discrete Mathematics organize the MAP content. Number Sense and Mathematical Systems content strands both found males performing significantly better than females. Geometry and Spatial Sense was the only strand that yielded a significant interaction effect of gender by course taking with males gaining significantly in advantage over females as Algebra was completed earlier. Course taking was significantly related to overall MAP and TerraNova mathematics scores. ANCOVA analyses used TerraNova language scores as a covariate to isolate the effect of course taking on MAP performance. The ANCOVA employed course taking and gender as independent variables and explained 70% of the variance in MAP 8 scores and 53% of the variance in MAP 10 scores. Both course taking and gender were significant main effects. A logistic regression analysis revealed significant predictors of MAP 10 mathematics performance to be MAP 8 mathematics performance, Math GPA in grades 8 through 10, gender, and completion of an Algebra course in grade 8. Qualified students should be encouraged to take Algebra in grade 8.
Download or read book Can MAP Scores be Predicted from Study Island Benchmark written by Elaine Maser and published by . This book was released on 2013 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: High stakes testing has become the nation's focus on the accountability for school districts and educators. Using predictive data to forecast results can provide information prior to high stakes testing to allow for differentiated or provide information prior to high stakes testing to allow for differentiated or additional instruction to students who do not meet the expected proficiency requirement. In this paper a linear regression analysis was conducted to predict the outcome of the Missouri Assessment Program for the same sixth (2009-2010), seventh (2010-2011) and eighth (2011-2012) grade students. Study Island, a web-based instructional program, scores were analyzed to forecast student results. The results indicated that the communication arts Study Island benchmark scores were a predictor of a proficient score, proficient is a score in the range of 676-703. on the Missouri Assessment Program when the student scored 21 or higher on the Study Island benchmark. The MAP ranges the scores for communication arts from below basic (505-630), basic (631-675). Proficient (676-703) and advanced (704-855). The results indicated that the mathematics Study Island benchmark scores were a predictor of a proficient score, proficient is a score in the range of 685-723. on the Missouri Assessment Program when the student scored 21 or higher on the Study Island benchmark. The MAP ranges the scores for mathematics from below basic (510-639), basic (640-684), Proficient (685-723) and advanced (724-860).
Download or read book Analyses of Performance Series Test Scores and MAP Scores written by Whitney Larson and published by . This book was released on 2012 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze the Missouri Assessment Program (MAP) scores to see if they can be predicted by the Performance Series scores. The research includes findings that answer the question, "Can the Missouri Assessment Program scores be predicted from the Performance Series scores in third and fourth grade reading and math and fifth grade reading, math, and science?" The research was conducted using scores from third, fourth, and fifth grade students in a suburban Missouri school district. The Performance Series test is a computerized test that the district requires every third, fourth, and fifth grade student to take. It compares the scores of all students in those grade levels against one another. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software utilizing Simple Linear Regression. Findings indicate that the third grade, fourth grade, and fifth grade MAP Communication Arts and Math scores can be predicted from the Performance Series Communication Arts and Math scores. These can be predicted with high significance. Further study of internal and external factors is warranted. Additionally, school districts may want to consider how "bubble" students will be targeted after the Performance Series is taken in preparation for the MAP test."
Download or read book Predictive Power of Student Performance on the MAP Test Based on Student Performance Form Acuity Predictive C Assessment written by Jessica Broadbent and published by . This book was released on 2013 with total page 35 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to analyze if there is a positive predictive correlation between the Acuity predictive C formative assessment for English Language Arts (ELA) and for Mathematics in grades 3-5 within the district. The research includes findings that answer the questions, "Is there predictive power of student performance on the MAP test based on student performance on the Acuity predictive C formative assessment?", and "Is there a difference in predictive power amongst the three different grade levels, third, fourth and fifth grade?". The research was conducted by using spring 2013 MAP data that was published by the Missouri Department of Elementary and Secondary Education along with predictive C formative assessment scores from Acuity by CTB/McGraw-Hill. The findings were analyzed through Microsoft Excel and A Statistical Program (ASP) software. The findings indicate that there is significant power of prediction between the Acuity prediction and the MAP scores for both areas of math and ELA."
Download or read book Comparison Between DIBELS and Student Achievement Using the Missouri Assessment Program in Grades 3 Through 6 written by Holly Brady and published by . This book was released on 2010 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Comparison Study of the Math Achievement Rate of Students in Fourth Grade with Educational Disabilities in the Accelerated School Program and Missouri s Traditional School Program written by Ruth Ann Wood-Humiston and published by . This book was released on 2002 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this causal-comparative design study was to analyze fourth-grade math achievement of students with educational disabilities in Accelerated Schools Project attendance centers to fourth-grade math achievement of students with educational disabilities in traditional, non-accelerated school programs, in the state of Missouri. The dependent variables for this study were the Missouri Assessment Program (MAP) scaled scores and the TerraNova Survey national percentiles. Achievement scores were from the spring of 2000. This study was divided into two major parts. Part A examined Accelerated School Status and Mobility Status (i.e., attendance in the school less than one year; more than one year). These analyses were studied by means of a 2 x 2 ANOVA to determine if mobility status and school type (i.e., Accelerated Schools Project and traditional school) significantly affected MAP and TerraNova Survey scores. Part B examined Educational Disability Types and Disability Type by School Status using a 2 x 5 factorial ANOVA was used to determine if there were significant differences among different educational disability types and school type (i.e., Accelerated Schools Project and traditional school). Part A analyses found a significant main effect on student performance on the MAP scaled scores, favoring traditional schools. While statistically significant, mean differences were quite small. No significant main effects or interactions were found with respect to the TerraNova Survey . Part B analyses results showed a significant main effect for disability type and an interaction between disability type and school type with respect to the MAP scaled score. The TerraNova Survey analysis revealed a significant main effect for disability type, but not a significant interaction of disability type and school type. While post hoc analysis were not conducted in this study, examination of mean scores revealed appreciably lower achievement scores for students with mental retardation on both measures. In addition, it appeared that students with behavioral disorders scored considerably better in traditional schools while students with mental retardation performed better in Accelerated Schools.
Download or read book Predicting High stakes Tests of Math Achievement Using a Group administered RTI Instrument written by Jeremy Thomas Coles and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Three universal screeners and nine progress monitoring probes from the Monitoring Instructional Responsiveness: Math (MIR:M), a silent, group-administered math assessment designed for implementation with an RTI Model, were administered to 223 fifth-grade students. The growth parameters of the overall MIR:M composite and two global composites (math calculation and math reasoning) identified significant variation in student growth, within significant linear and quadratic trajectories. However, there were significant differences in the nature of the growth trajectories that have applied educational implications. In addition, growth parameters across the three composites provided significant predictive potential when using the Tennessee Comprehensive Assessment Program (TCAP) Achievement Test, a high-stakes, end of the year assessment of academic achievement, as the criterion measures (p
Download or read book A Case Study written by Andrea Lee Taylor-Wood and published by . This book was released on 2003 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Local Education Agency has been operating parallel assessments to monitor the progress of its student's achievement, in doing so they failed to connect the two assessments. This parallel process made it impossible to identify where students were in the educational continuum or make adjustments in individualized instruction to raise the achievement level scores on the state required mathematics assessment (SEA) to the desired level. Purpose of the study . The purpose of the study was to enhance the learning organization by constructing a predictive model between the district first-third grade mathematics assessment (LEA) to the SEA fourth grade mathematics assessment. This has connected the assessments and allows the district the capacities to learn from itself. Methodology . The research method utilized six simple linear regression matched pairs (SR) and two multiple stepwise regressions. Statistical analysis, descriptive statistics were also utilized to interpret the data. The study population included all students enrolled in regular education; mathematics courses grades one-four in the years of 1999-2002, of a selected urban district in Missouri. Results of the study . The Null Hypothesis was rejected, as there was a significant predictive relationship found between the LEA mathematics assessment and the SEA MAP mathematics assessment, by which student progress may be measured and predicted in grades K-4. The LEA percent scores (LEA-%) predicted the SEA performance level (SEA-PL). All analysis statistically was proven to be significant predictors. The range of scores and variance in the scores allowed for a large standard deviation (SD) that could span more than one PL. Applications of the models suggest that for each increase of one percent on the LEA the score will increase on the SEA by a range of .036 to. 104 levels. The district needs to identify students who are not achieving at the level the district desires in years prior to the MAP. The results of this research although significant, is still too broad for a district to be able to offer interventions that might impact the achievement of the students identified on the MAP. These results confirm the need for a continuation of yearly assessments at the local level, as well as the adoption of policy that includes the analysis portion of the process in order to merge the two parallel assessments. Until the MAP test is given on an annual basis, in order to monitor the progress of the student over time, using this formula the district may now predict the dependant variable (MAP) using the results of the independent variable (LEA). The results would suggest the re-evaluation of the LEA is needed to understand the wide variance in the range of scores.
Download or read book Urban Intra district Mobility Effects on Disciplinary Sanctions Missouri Achievement Program MAP Testing and Stanford Achievement Testing Ninth Edition Testing African American Early Adolescents written by Joseph Roy Mensing and published by . This book was released on 2008 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to observe correlations between disciplinary sanctions, Missouri Achievement Program (MAP) test scores (communication arts and science), and Stanford Achievement Test-Ninth Edition (SAT 9) test scores (math and reading), in regard to, 7th-grade African American early adolescents respective Kansas City, Missouri, School District (KCMSD) histories of intra-district mobility. Notably, the participating urban Kansas City, Missouri, School District, during the study time periods (1999-2000 and 2000-2001), was under final stages of several decades of Federal Court ordered desegregation monitoring. Additionally, the African Centered (ACE) Middle School, which the study populations attended, had been determined to be "academically deficient" by the State Board of Missouri Education in 2001. The Researcher purposefully chose to use a dual delimitation sample selection process to validate students incorporated into the study populations. Therefore, the study population included only early adolescents who had been continuous students of the District (Grades 1-7), and the students had to have participated in Missouri Achievement Program (MAP) assessment within the District, during their 7th-grade academic year. Due to the purposeful dual delimitation population selection process, it was anticipated that two years of District-instructed 7th-grade ACE early adolescent populations (1999-2000 and 2000-2001) would be required to obtain a statistically viable study sample. The study specifically examined correlation effects of 7th-grade student school-to-school intra-district mobility regarding administratively assigned out-of school suspension, Missouri Achievement Program (MAP) test scores (communication arts and science), the Stanford Achievement Test-Ninth Edition (SAT 9) test scores (math and reading). Study results indicated a strong positive correlation between student total mobility and respective 7th-grade absences. Additionally, variation in student total mobility was found to be predictive of individual student out-of-school suspensions after controlling for 7th-grade hours absent. The study did not find that variation in total mobility was predictive of individual student, 7th-grade Missouri Assessment Program (MAP) achievement, communication arts and science scores after controlling for 7th-grade hours absent. Nor did variation in total mobility predict individual student, 7th-grade Stanford Achievement Test-Ninth Edition (SAT 9), math and reading scores after controlling for 7th-grade hours absent.
Download or read book The Predictive Validity of the ACUITY Program in Relation to the Missouri Assessment Program Test written by Kelley Terezie Schmidt and published by . This book was released on 2011 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Comparison of Student Performance Using the Missouri Assessment Program MAP Versus the Stanford Achievement Test SAT 9 written by David Shalley and published by . This book was released on 2003 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Relationship Prediction Between Missouri Assessment Communication Arts Test Scores of Students in Grades 9 Through 11 Teachers with Advanced Degrees written by Seth DeRose and published by . This book was released on 2008 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Difference Implementation of Expeditionary Learning is Having on Student Achievement by Comparing Missouri Assessment Program Scores written by Kelly Cogan and published by . This book was released on 2009 with total page 30 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Predictions of Students Performance on Michigan Educational Assessment Program Mathematics Tests written by Rona Friedlander Simon and published by . This book was released on 1982 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
