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Performance Differences of Proficient and Non-Proficient Students on Standards-Based Tests

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Abstract:

The differences between proficient and non-proficient students on standardized tests are often explained by three factors: reading difficulties, limited mathematics content knowledge, and test bias. This report is part of a larger study that found no statistically significant differences between non-proficient students who were Hispanic (low SES), African American (low SES), and Anglo (high SES). This study examined questions on a standards-base test in which the performance of non-proficient students and proficient students were statistically different. Findings indicate that non-proficient students often have an incomplete understanding of words, misinterpret copulative words like “or” or lack tested mathematics content knowledge.

Most Common Document Word Stems:

student (106), profici (65), problem (60), word (52), mathemat (50), mean (41), non (37), test (37), non-profici (35), interpret (32), error (29), differ (24), question (23), understand (22), indic (16), use (16), research (14), two (14), factor (13), suggest (13), may (13),
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
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http://www.pmena.org


Citation:
URL: http://citation.allacademic.com/meta/p24530_index.html
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MLA Citation:

Clay Olson, Jo. and Nocon, Honorine. "Performance Differences of Proficient and Non-Proficient Students on Standards-Based Tests" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA, Oct 20, 2005 <Not Available>. 2013-12-17 <http://citation.allacademic.com/meta/p24530_index.html>

APA Citation:

Clay Olson, J. and Nocon, H. , 2005-10-20 "Performance Differences of Proficient and Non-Proficient Students on Standards-Based Tests" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Hosted by Virginia Tech University Hotel Roanoke & Conference Center, Roanoke, VA Online <APPLICATION/PDF>. 2013-12-17 from http://citation.allacademic.com/meta/p24530_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The differences between proficient and non-proficient students on standardized tests are often explained by three factors: reading difficulties, limited mathematics content knowledge, and test bias. This report is part of a larger study that found no statistically significant differences between non-proficient students who were Hispanic (low SES), African American (low SES), and Anglo (high SES). This study examined questions on a standards-base test in which the performance of non-proficient students and proficient students were statistically different. Findings indicate that non-proficient students often have an incomplete understanding of words, misinterpret copulative words like “or” or lack tested mathematics content knowledge.

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