Single-Group Summaries Using Confidence Intervals: An Opportunity to Inform Gap Analysis in Mathematics Education

• In Event: 25.068 - Roundtable Session 8
  In Roundtable Session: 25.068-1 - Examining Issues in Mathematics Education at Scale

Abstract

The use of confidence intervals (CIs) as a single group summary tool can serve as an alternative or extension to traditional achievement gap analysis in mathematics education. The “gap gazing” debate is warranted and as a result more informed dissemination of achievement gap research is warranted. CIs are an alternative or extension to gap-focused research that are methodologically accessible yet extremely informative. The results of this study are practically and empirically important. An explicit example comparing the results of traditional gap analysis to the characterizations made possible by utilizing CIs is provided. Additionally, a longitudinal summary of the mathematics knowledge of 9, 13, and 17 year old Black students for 1978 until 2012, as well as implication for praxis.

Authors

• Jamaal Young, University of North Texas

• Jemimah Lea Young, University of North Texas