JSM 2004 - Toronto

Abstract #300388

This is the preliminary program for the 2004 Joint Statistical Meetings in Toronto, Canada. Currently included in this program is the "technical" program, schedule of invited, topic contributed, regular contributed and poster sessions; Continuing Education courses (August 7-10, 2004); and Committee and Business Meetings. This on-line program will be updated frequently to reflect the most current revisions.

To View the Program:
You may choose to view all activities of the program or just parts of it at any one time. All activities are arranged by date and time.

The views expressed here are those of the individual authors
and not necessarily those of the ASA or its board, officers, or staff.

Back to main JSM 2004 Program page
Activity Number: 277
Type: Contributed
Date/Time: Tuesday, August 10, 2004 : 2:00 PM to 3:50 PM
Sponsor: Social Statistics Section
Abstract - #300388
Title: Growth in Mathematics Achievement during Middle and High School: Analysis With Classification and Regression Trees
Author(s): Xin Ma*+
Companies: University of Kentucky
Address: 335 Dickey Hall, Lexington, KY, 40506-0017,
Keywords: classification and regression tree ; data analysis ; mathematics achievement ; measure of change
Abstract:

Using a recently developed statistical technique often referred to as classification and regression trees (CART), the present study classified students into groups with differential rates of growth in mathematics achievement during middle and high school based on their individual and family variables and characterized students who grew fast and slow in mathematics achievement. Data analysis of the Longitudinal Study of American Youth (LSAY) showed that age (being younger in the same grade cohort) was critically important for fast growth in mathematics achievement. While younger white and Asian students grew at the best rate in mathematics achievement, older white and Asian students with low parental socioeconomic status (SES) grew at the worst rate. Hispanic, Black, and other students were sandwiched in between. One in three socially disadvantaged students in the sample overcame the negative impacts of low family SES and large family size to grow at the second best rates in mathematics achievement, while one in seven socially advantaged students in the sample failed to take advantage of high family SES and small family size. Males and females shared the fast end of growth in mathematics.

  • The address information is for the authors that have a + after their name.
  • Authors who are presenting talks have a * after their name.

Back to the full JSM 2004 program

JSM 2004 For information, contact jsm@amstat.org or phone (888) 231-3473. If you have questions about the Continuing Education program, please contact the Education Department.
Revised March 2004