Is Past Achievement Equitably Predictive of High Achievers’ Future Achievement? Examining Moderation Effects of Race/Ethnicity (Stage 2, 8:26 AM)

• In Event: e-Lightning Ed-Talk Session 1 - Stage 2

Abstract

This study examines how prior academic achievement predicts later achievement in mathematics and reading for high-achieving students, and whether these relationships vary by student race/ethnicity. The top 15% of third-grade MAP math and/or reading scores formed our sample (N=1,032). We analyzed mathematics and reading spring achievement scores as predicted by fall achievement, student race/ethnicity, and moderation of fall achievement by race/ethnicity. Prior achievement consistently predicted future achievement and differences by race/ethnicity existed. Specifically, Asian students demonstrated faster math growth than white students. In reading, only the “other” group showed different growth rates compared to white students, which is difficult to interpret due to its composition. Although achievement varied by race/ethnicity, high-achieving student growth was consistent. Implications and limitations are discussed.

Authors

• Elizabeth Scallan, Texas A&M University

• Maryann R. Hebda

• Micayla Gooden, Texas A&M University

• Nipah Onkananuwonk, Texas A&M University

• Karen E. Rambo-Hernandez, Texas A&M University