Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading

Autor/inn/en	Cameron, Claire E.; Grimm, Kevin J.; Steele, Joel S.; Castro-Schilo, Laura; Grissmer, David W.
Titel	Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading
Quelle	In: Journal of Educational Psychology, 107 (2015) 3, S.789-804 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000009
Schlagwörter	Achievement Gap; Mathematics Achievement; Reading Achievement; Models; Longitudinal Studies; National Surveys; Socioeconomic Status; Gender Differences; Racial Differences; Kindergarten; Elementary School Students; Middle School Students; Goodness of Fit; Early Childhood Longitudinal Survey; National Longitudinal Survey of Youth + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Analogiemodell; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Rassenunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examined achievement trajectories in mathematics and reading from school entry through the end of middle school with linear and nonlinear growth curves in 2 large longitudinal data sets (National Longitudinal Study of Youth--Children and Young Adults and Early Childhood Longitudinal Study--Kindergarten Cohort [ECLS-K]). The S-shaped Gompertz model showed best fit in both data sets and decomposed individual changes in terms of 3 interindividual difference parameters that represented "total growth", "rate of approach" (instantaneous approach to total growth), and "timing of accelerated growth". The fastest rates of approach were observed for both mathematics and reading before 3rd grade. In ECLS-K, demographic predictors of the 3 parameters of change were consistent with prior work showing socioeconomic status and race/ethnic gaps that widen over time in both subjects and a female advantage in reading and a male advantage in mathematics. Results indicate a new shape of development for both domains, with implications for research, policy, and practice to understand and support students especially in the early years of schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01