Abstract
Mathematics achievement of Canadian elementary students has recently declined on provincial standardized testing. Despite a current emphasis on accountability-driven education, limited research has acknowledged the relation between heterogeneous student need and patterns of student achievement, specifically in regard to students with individual education plans. Therefore, the objective of the present study was to identify latent profiles of elementary student mathematics achievement on Ontario’s Education Quality and Accountability Office test and to determine factors that predict membership to these subpopulations. Latent class modeling revealed two profiles of inclining or declining student mathematics achievement, with individual education plans and testing accommodations significantly predicting membership to a latent profile of declining mathematics achievement, as determined by a binary logistic regression. Findings are discussed relative to their implications for educational practice by questioning the effectiveness of current testing accommodations and advocating for early identification and intervention to support mathematics learning.
Résumé
Les résultats en mathématiques des élèves du primaire au Canada ont récemment diminué par rapport aux tests normalisés provinciaux. Malgré l'accent qui est actuellement mis sur une éducation axée sur la responsabilisation, certaines recherches reconnaissent qu’il y a une relation entre les besoins hétérogènes des élèves et les modèles de distribution des résultats scolaires, en particulier en ce qui concerne les élèves qui bénéficient de plans d'enseignement individualisés. L'objectif de la présente étude est donc d'identifier les profils latents de réussite des élèves du primaire en mathématiques au test de l’Office de la qualité et de la responsabilité en éducation (OQRE) de l'Ontario, et de déterminer les facteurs prédicteurs d’appartenance à ces populations d’élèves. La modélisation des classes latentes a révélé deux profils, de pente ascendante ou descendante, dans les résultats scolaires des élèves, profils selon lesquels les plans d'enseignement individualisés et les mesure d’accommodement lors des tests prédisent de manière significative l'appartenance à un profil latent de résultats scolaires décroissants, telle que déterminée par une régression logistique binaire. Les résultats sont analysés par rapport à leurs implications pour les pratiques pédagogiques, afin de remettre en question l'efficacité des mesures d'adaptation actuelles et préconiser une identification et une intervention précoces visant à soutenir l'apprentissage en mathématiques.
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Wickstrom, H., Fesseha, E. & Jang, E.E. Examining the Relation Between IEP Status, Testing Accommodations, and Elementary Students’ EQAO Mathematics Achievement. Can. J. Sci. Math. Techn. Educ. 20, 297–311 (2020). https://doi.org/10.1007/s42330-020-00088-5
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DOI: https://doi.org/10.1007/s42330-020-00088-5