Examining Hispanic Student Mathematics Performance on High-Stakes Tests: An Examination of One Urban School District in Colorado

Abstract

Hispanic students, born both inside and outside the United States, comprise over 80% of the US English language learner population. The difference in mathematics achievement among Hispanic students and other populations has been well documented. As a result, it is important to understand the effects of using standards-based mathematics curriculum with high school Hispanic students. Mathematics achievement scores from the Colorado Student Assessment Program and Measurement of Academic Progress for Hispanic 9th and 10th grade students (n = 1,318) who used the Core-Plus Mathematics Program were compared to the progress of other student demographics (n = 2,003) who used the same curriculum. In following the recommendations of the National Research Council (On evaluation curricular effectiveness: judging the effectiveness of K-12 mathematics evaluations. National Academies Press, Washington, DC 2005), a meta-analysis (Glass in Educ Res 5:3-8, 1976) of Hispanic students using National Science Foundation Funded (NSFF) curricula was conducted to contextualize this study's findings within the findings of previous studies. The results of this study indicated that Hispanic students have shown modest gains; however, their relative position compared to other ethnic groups is unremarkable. The meta-analysis Cohen's d results ranged from ?.673 (SE = .131) to -.670 (SE = .045) with slightly positive effects for Hispanic students using an NSFF curriculum when compared to those not using an NSFF curriculum (.043, SE = .012).

Collaborative Learning and Patterns of Practice

“…This implied that students from different backgrounds than the dominating one may have more opportunities to communicate with peers and teachers than they would in a traditional classroom and, thus, they benefit more from PBL activities with respect to performance. This finding has been confirmed by similar studies (Capraro, Capraro, Yetkiner, Rangel-Chavez, & Lewis, 2010). Lee, Huh, and Reigeluth (2015) studied collaboration as a 21st century skill that can be acquired as a PBL outcome.…”

Competing Priorities and Challenges: Principal Leadership for Social Justice along the U.S.–Mexico Border

“…Nationally, immigrant and nonimmigrant Hispanic students have not gained significant ground in closing the racial and ethnic achievement gap on the National Assessment of Educational Progress (NAEP) and remain more likely to drop out of high school than their White peers (Capraro, Capraro, Yetkiner, Rangel-Chavez, & Lewis, 2009; U.S. Department of Education, 2014). Hispanic English language learners (ELLs), many of whom are recent immigrants, score considerably lower than their peers on NAEP and other assessments (Mosqueda, 2010).…”

Components of Mathematical Problem Solving Competence and Mediation Effects of Instructional Strategies for Mathematical Modeling

“…Matematiksel yeterliliklerin bileşenleri arasındaki ilişkiler ve öğretimsel stratejilerin matematiksel yeterlilikler üzerindeki etkileri konusunda matematik öğretmenlerinin ve matematik eğitimcilerin daha fazla bilgi sahibi olmasının sağlanması, öğrencilerin matematiksel yeterliliklerini geliştirmeye yönelik stratejik ve öğretime dayalı yaklaşımın daha da ilerletilmesine katkı sunacaktır (Han, Cetin ve Matteson, 2016;Park, Jang, Chen ve Jung, 2011). Daha önce gerçekleştirilen çalışmalar öğretim stratejilerinin matematiksel yeterlilikten ziyade matematik alanındaki akademik başarı üzerindeki etkilerini araştırmıştır (Capraro, Capraro, Yetkiner, Rangel-Chavez ve Lewis, 2010;Kajamies, Vauras ve Kinnunen, 2010;Wiliam, Lee, Harrison ve Black, 2004). Ayrıca öğretimsel yaklaşımın öğrencilerin matematiksel yeterlilikleri üzerindeki etkisini araştıran çalışmaların çoğunda nitel analiz veya basit istatistikler kullanılmıştır (Blum ve Ferri, 2016;Serin, 2011;Tiwari, Lai, So ve Yuenm 2006).…”