1984
DOI: 10.2307/748425
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Predicting Eighth-Grade Algebra Achievement

Abstract: The relative importance of a group of cognitive variables in explaining the algebra achievement of high-ability eighth graders was investigated. Stepwise multiple regression analyses identified algebra prognosis test scores and performance in seventh-grade mathematics as the most influential predictors of algebra grades, whereas mathematics problem solving, the prognosis test, and IQ were shown to best predict achievement on a standardized algebra test. A discriminant analysis demonstrated the importance of th… Show more

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Cited by 13 publications
(14 citation statements)
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“…Performance on mathematics tasks also accounts for a large portion of mathematics achievement, after controlling for IQ (Geary, Hoard, & Hamson, 1999). Further, this relationship continues through middle school and algebra achievement, even after controlling for gender and IQ (Flexer, 1984). Similarly, scores on standardized mathematics tests, including the math section of the Scholastic Assessment Test (or the SAT I: Reasoning Test), are significantly predictive of, and correlated with, future mathematics and academic performance, after controlling for major, in-state residence, and hometown population (Chimka, ReedRhoads, & Barker, 2007-2008Mauger & Kolmodin, 1975;Stumpf & Stanley, 2002).…”
Section: Mathematics Achievementmentioning
confidence: 92%
See 1 more Smart Citation
“…Performance on mathematics tasks also accounts for a large portion of mathematics achievement, after controlling for IQ (Geary, Hoard, & Hamson, 1999). Further, this relationship continues through middle school and algebra achievement, even after controlling for gender and IQ (Flexer, 1984). Similarly, scores on standardized mathematics tests, including the math section of the Scholastic Assessment Test (or the SAT I: Reasoning Test), are significantly predictive of, and correlated with, future mathematics and academic performance, after controlling for major, in-state residence, and hometown population (Chimka, ReedRhoads, & Barker, 2007-2008Mauger & Kolmodin, 1975;Stumpf & Stanley, 2002).…”
Section: Mathematics Achievementmentioning
confidence: 92%
“…For example, ninth-graders' math achievement scores were most significantly predicted by scores on the Raven's Progressive Matrices test, on top of working memory measures (mental rotation and Corsi Blocks) (Kyttala & Lehto, 2008). IQ was also a significant predictor of eighthgrade algebra scores (Flexer, 1984), after controlling for mathematics problem solving and prognosis test scores. This potential relationship between nonverbal IQ and mathematics achievement led us to explore the possibility that individual differences in this ability may be related to number sense brain function.…”
Section: Nonverbal Iqmentioning
confidence: 98%
“…This important result indicated that age was a significant factor in determining scores on the Algebra I CRT. Many students are administered some form of a prognostic test to determine readiness for Algebra I and this test can be a strong predictor of success (Flexer, 1984). In Utah, most students take Algebra I in seventh or eighth grade for the first time.…”
Section: Research Question 2: Results Of the Comparisons Of Schedule mentioning
confidence: 99%
“…Most of the current attention on access to mathematics learning for adolescents focuses on characteristics of students who experience success in eighth grade algebra (Belli & Gatewood, 1987;Flexer, 1984). Policymakers are beginning to look toward programs that increase the numbers of students taking algebra rather than general mathematics in eighth grade (NCES, 1994a;Useem, 1993).…”
Section: Research Questionmentioning
confidence: 98%
“…While a great deal of attention has been given to characterizing successful students in eighth grade algebra (Belli & Gatewood, 1987;Flexer, 1984), thus far there is little existing empirical evidence to either support or refute claims of improved attainment for students who have early access to algebra. The traditional approach to mathematics learning at the secondary level emphasizes the selective nature of mathematics, re-serving access to advanced coursework to the "brightest" students (National Council of Teachers of Mathematics (NCTM), 1989).…”
mentioning
confidence: 92%