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The Journal of Early Adolescence
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Readiness for Formal Learning in the Middle Grades: A Study of Predictors for Success in Eighth Grade Algebra

Gabriella Belli

Virginia Polytechnic Institute and State University

Thomas Gatewood

Virginia Polytechnic Institute and State University

This study was an investigation of whether a paper and pencil measure of cognitive development level is a better predictor of success in an eighth grade algebra course than more traditional measures such as algebra prognosis and general achievement test scores, teacher recommendations, and previous mathematics grades. Multiple regression analyses using a sample of 131 students indicated that two standardized measures, one of general achievement and one of cognitive development, were the best overall predictors of success as measured by a standardized algebra achievement test. Using the final algebra grade as the criterion measure resulted in teacher recommendations and previous mathematics grades as the best predictors. The addition of gender to both equations showed a slight edge for males on achievement scores, but did not differentiate between the sexes with respect to grades received.

The Journal of Early Adolescence, Vol. 7, No. 4, 441-451 (1987)
DOI: 10.1177/0272431687074006
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Home page
 EDUCATIONAL EVALUATION AND POLICY ANALYSISHome page
J. B. Smith
Does an Extra Year Make Any Difference? The Impact of Early Access to Algebra on Long-Term Gains in Mathematics Attainment
Educational Evaluation and Policy Analysis, January 1, 1996; 18(2): 141 - 153.
[Abstract] [PDF]