Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School

Autor/in	McCue, Daniel J.
Titel	Relationship between Course Placement Criteria and Mathematics Achievement in an All-Boys Catholic School
Quelle	In: Journal of Catholic Education, 25 (2022) 1, S.1-22, Artikel 1 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Single Sex Schools; Males; Catholic Schools; High School Students; Mathematics Education; Student Placement; Grade 9; Geometry; Algebra; Mathematics Achievement; College Entrance Examinations; Scores; Success; Correlation; Criteria; ACT Assessment + Suchen Sie Ihr Suchwort? Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Male; Männliches Geschlecht; Katholische Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematische Bildung; Schülerpraktikum; School year 09; 9. Schuljahr; Schuljahr 09; Geometrie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Aufnahmeprüfung; Erfolg; Korrelation; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study explored the mathematics course placement process for incoming students in an all-boys Catholic high school. The sequential nature of mathematics significantly impacts students' opportunity to learn; moreover, the mathematics course taken by a student during ninth grade can have far-reaching effects. Previous studies have found that ninth-grade students enrolled in Geometry, rather than Algebra 1, have a greater chance of completing advanced mathematics courses and experiencing increased mathematics success. Thus, adequately prepared students should be placed in Geometry whenever possible. To aid this effort, this study investigated whether a relationship exists between course placement criteria and future mathematics achievement. The study sample was comprised of students who graduated from the subject high school between 2015 and 2019 (N = 1067). The placement criteria examined were Acuity Algebra Proficiency Test results, High School Placement Test mathematics scores, and eighth-grade teacher recommendations. ACT mathematics scores were used as measures of success; binary logistic regression was utilized to determine strength of association between placement criteria and future mathematics achievement. Results indicate that Acuity test performance is strongly associated with future mathematics achievement, while combinations of placement criteria are more effective than individual course placement measures. Implications for further research are discussed. (As Provided).
Anmerkungen	University of Notre Dame. 4110 Jenkins Nanovic Bldg, Notre Dame, IN 46556. Tel: 574-631-1861; e-mail: JCE@nd.edu; Web site: http://digitalcommons.lmu.edu/ce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01