Hidden in an Era of Accountability: A Latent Class Analysis of Standardized Mathematics Testing

• In Event: 51.078 - MTCC Roundtable Session 21
  In Roundtable Session: 51.078-12 - Inclusion and Accommodation in Educational Assessment SIG Roundtable

Abstract

Concern is rising as elementary students’ mathematics scores decline on Ontario’s Education Quality and Accountability Office (EQAO) standardized testing. While various factors may contribute, it’s possible the decline is affecting specific students given increasing heterogeneity in student populations. In particular, students with exceptionalities are of great concern. This study conducted a latent class analysis of elementary students' EQAO math scores, followed by binary logistic regressions, to examine the extent to which specific variables predict latent class memberships. Results demonstrate a 2-class model, with Individual Education Plan (IEP), test accommodations and delayed identification of IEP significantly predicting membership to a latent class of struggling students. Implications emphasize the importance of early mathematical mastery and question the effectiveness of testing accommodations.

Authors

• Hanna Wickstrom, University of Toronto

• Ellen Fesseha, University of Toronto

• Eunice Eunhee Jang, University of Toronto