Improving Mathematics Screening in Middle School

Abstract

Common universal screening methods for determining math risk in middle school grades may not result in optimal diagnostic accuracy. We evaluated current screening practices and several potential modifications for predicting math proficiency on an end-of-year state test in a suburban school district. Previously, the district used the Measures of Academic Progress (MAP) to determine student risk in fall. Creating local cut scores for the preceding-year state test scores and the MAP resulted in the most accurate and efficient methods of assessing risk. Multiskill computation and application curriculum-based measures added little relative value to the combination of MAP and preceding-year state test scores. Results suggest schools could improve their screening practices by first evaluating their current procedures and, if unacceptable, determining whether local cut scores provide the desired improvements to accuracy before considering the adoption of additional measures.

Keywords:

• mathematics
• screening
• middle school

AUTHOR BIOGRAPHICAL STATEMENTS

David A. Klingbeil, PhD, is an assistant professor in the Department of Educational Psychology at the University of Texas at Austin. His research interests include evaluating methods to identify students in need of additional support and identifying or modifying evidence-based interventions to increase their usefulness for schools.

Samuel A. Maurice, MS, is a doctoral candidate in the school psychology program at the University of Wisconsin-Milwaukee. His research interests include cost-effectiveness analyses in education as well as evidence-based interventions to reduce sexual violence in schools.

Ethan R. Van Norman, PhD, is an assistant professor in the College of Education at Lehigh University. His research focuses on improving assessment practices within multitiered systems of support. He is particularly interested in researching decision-making frameworks to evaluate response to intervention.

Peter M. Nelson, PhD, is the Director of Research and Innovation at ServeMinnesota—the Minnesota state commission for AmeriCorps. He works with new and existing AmeriCorps programs on evidence and improvement. Peter engages in research related to data-based decision making and academic intervention in the school setting. He serves on the editorial board for School Psychology Review and Assessment for Effective Intervention, and he previously served on the editorial board of School Psychology Forum.

Chris Birr, EdS, is the multitiered systems of support coordinator for the school district at Elmbrook in Brookfield, WI. His research interests include universal screening and program evaluation.

Amanda R. Hanrahan, MS, is a doctoral candidate in the school psychology program at the University of Wisconsin-Milwaukee. Her research interests include determining the frequency of trauma intervention implementation, the individual and systemic barriers to trauma intervention implementation, and the effectiveness of school-based trauma-informed interventions.

Amber L. Schramm, MA, is a doctoral student in the school psychology program at the University of Wisconsin-Milwaukee. Her research interests include examining the effectiveness and feasibility of school-based interventions and methods to reduce the school-to-prison pipeline.

Rebecca A. Copek, PhD, is a postdoctoral fellow at the Boys Town Center for Behavioral Health in Boys Town, NE. Her research examines the impact of social–emotional learning interventions on school-aged children and their teachers.

Sara A. Carse, MS, is a doctoral candidate in the school psychology program at the University of Wisconsin-Milwaukee. Her research interests include autism spectrum disorder and parent education platforms for parents of children with autism.

Rachael A. Koppel is a doctoral student in the school psychology program at the University of Wisconsin-Milwaukee. Her research interests include early literacy and social–emotional interventions.

Abigail L. Lopez, MS, is a doctoral candidate in the school psychology program at the University of Wisconsin-Milwaukee. Her research interests include the implementation of trauma-informed interventions in school settings.