UVM Theses and Dissertations
Format:
Print
Author:
Simmons, Mary Ellen
Dept./Program:
College of Education and Social Services
Year:
2011
Degree:
Ed. D.
Abstract:
This study examines the connection between language acquisition and mathematics achievement as demonstrated by student scores on the New England Common Assessment Program (NECAP), stand.ardized assessments in Vermont. The data collected for this study was from the Vermont reading and mathematics NECAP results for grades three through eight for the 2006 through 2009 time period.
This longitudinal study examined the relationship between elementary level (fourth grade) reading scores to middle level (seventh grade) mathematics scores on the NECAP. In addition, the three separate categories of the reading NECAP scores -word identification!vocabulary, type of text, and level of comprehension-were compared to the mathematic NECAP scores. The four separate components of the mathematic NECAP scores, numbers and operations, functions and algebra, geometry and measurement, and data statistics and probability were compared to the overall reading NECAP scores. This was followed by the analysis of the proficiency levels for reading and mathematics achievement results. Assessment of the learning effect of the covariate of socio-economic status in the relationship between reading and mathematics was established.
A Pearson correlation coefficient was used to analyze the range of correlations between reading and mathematics NECAP scores over the four year period between 2006 and 2009. A significant decreasing positive correlation was found between fourth grade reading scaled scores and seventh grade mathematics scaled scores.
A Pearson correlation coefficient was used to analyze the range of correlations for the scores of the individual components of the reading NECAP assessment to the mathematics NECAP assessment. Significant positive correlations were found between the individual components of the reading and the mathematics scaled scores. Furthermore, a Pearson correlation coefficient was used to analyze the individual components of the mathematics scores to the reading assessment scores. Significant positive correlations were found between the individual components of the mathematics scores and reading scores.
A Wilcoxon signed rank test was used for the comparison ofproficiency levels for the reading NECAP scores in grade four and the mathematics NECAP scores in grade seven. A significant relationship was found between the proficiency levels of reading achievement and proficiency levels of mathematics achievement over a four year period. This represents correct classification prediction ofproficiency in mathematics with proficiency in reading, four years earlier. An ANCOVA was used to assess the effect of socio-economic status as the covariate in the relationship between reading and mathematics. A significant relationship was indicated between reading and mathematics with low socio-economic status as the covariate.
This longitudinal study examined the relationship between elementary level (fourth grade) reading scores to middle level (seventh grade) mathematics scores on the NECAP. In addition, the three separate categories of the reading NECAP scores -word identification!vocabulary, type of text, and level of comprehension-were compared to the mathematic NECAP scores. The four separate components of the mathematic NECAP scores, numbers and operations, functions and algebra, geometry and measurement, and data statistics and probability were compared to the overall reading NECAP scores. This was followed by the analysis of the proficiency levels for reading and mathematics achievement results. Assessment of the learning effect of the covariate of socio-economic status in the relationship between reading and mathematics was established.
A Pearson correlation coefficient was used to analyze the range of correlations between reading and mathematics NECAP scores over the four year period between 2006 and 2009. A significant decreasing positive correlation was found between fourth grade reading scaled scores and seventh grade mathematics scaled scores.
A Pearson correlation coefficient was used to analyze the range of correlations for the scores of the individual components of the reading NECAP assessment to the mathematics NECAP assessment. Significant positive correlations were found between the individual components of the reading and the mathematics scaled scores. Furthermore, a Pearson correlation coefficient was used to analyze the individual components of the mathematics scores to the reading assessment scores. Significant positive correlations were found between the individual components of the mathematics scores and reading scores.
A Wilcoxon signed rank test was used for the comparison ofproficiency levels for the reading NECAP scores in grade four and the mathematics NECAP scores in grade seven. A significant relationship was found between the proficiency levels of reading achievement and proficiency levels of mathematics achievement over a four year period. This represents correct classification prediction ofproficiency in mathematics with proficiency in reading, four years earlier. An ANCOVA was used to assess the effect of socio-economic status as the covariate in the relationship between reading and mathematics. A significant relationship was indicated between reading and mathematics with low socio-economic status as the covariate.