Readiness for College Mathematics: Longitudinal Predictors Among Marginalized Students

• In Event: Fairmont Roundtable Session Six
  In Roundtable Session: Section 1C Mathematics Roundtable Three (Table 9)

Abstract

The current study explored predictors of college readiness in mathematics among students from marginalized backgrounds, informed by an integrated model of mathematics development. We evaluated predictors of math ACT scores in a longitudinal study of predominantly Black students from economically-disadvantaged homes (n = 329). Students’ math knowledge at age 4 predicted their math ACT score in 12th grade even after controlling for cognitive skills at age 4 and demographic characteristics. Four types of factors in middle school predicted students’ math ACT scores - math knowledge (numeration and geometry), motivation (interest), executive function (visual-spatial working memory), and school placement (high-school math in 8th grade). Implications for theories of mathematics development and supporting college readiness are discussed.

Authors

• Bethany Rittle-Johnson, Vanderbilt University
  Presenting Author

• Rebecca Adler, Vanderbilt University
  Non-Presenting Author

• Kelley Durkin, Vanderbilt University
  Non-Presenting Author