Predictors of numeracy performance in national testing programs: insights from the longitudinal study of Australian children

Abstract

This article is based on an exploratory study that examines factors which predict children's performance on the numeracy component of the Australian National Assessment ProgramLiteracy and Numeracy (NAPLAN). Utilizing an ecological theoretical model, this study examines child, home and school variables which may enable or constrain NAPLAN numeracy performance. Data are presented from a nationally-representative sample of 2450 children participating in the Longitudinal Study of Australian Children (LSAC). Twenty-four children, home and school variables are tested as predictors of performance on the Year 3 NAPLAN numeracy assessment. The analysis includes an investigation of bivariate relationships between the outcome variable and each of the predictor variables. Following this a series of linear regression models are used to analyse the relation between child, home and school-related variables and NAPLAN numeracy performance. The results support the ecological model and point to the importance of a supportive home-school relationship on children's numeracy performance.

Meta-Analysis of the Relationship Between Home and Family Experiences and Young Children’s Early Numeracy Learning

“…The reasons for exclusion were the children were neither preschool nor kindergarten age (e.g., Carmichael et al 2014;Dearing et al 2012), the data for younger children were not reported separately from that of older study participants (e.g., LeFevre et al 2009), no home or family numeracy experiences measure was used in the studies (e.g., Aunio and Niemivirta 2010;Kluczniok et al 2013), incomplete correlations among measures were reported (e.g., Skwarchuk 2009), or the data were not reported in a format necessary to ascertain the relationships between early numeracy experiences and child mathematics performance (e.g., Anders et al 2012;Galindo and Sheldon 2012). Searches for other research reports on the excluded studies to identify data in the formats necessary to include in the research synthesis proved unsuccessful.…”

Binary Logistic Regression Analysis of Teacher Self-Efficacy Factors Influencing Literacy and Numeracy

“…These studies observed the result of the often binary (pass/fail) nature of the dependent variable. In addition, some of the studies employed linear regression (Snowling, Hulme, Bailey, Stothard & Lindsay, 2014;Carmichael, MacDonald & McFarland-Piazza, 2014;Lane & Murray, 2015) and mixed effects regression (Purpura, Hume, Sims, & Lonigan, 2011). This paper will focus on binary logistic regression within the context of teacher efficacy.…”

Innovative approaches in early childhood mathematics

“…Nowadays, early childhood mathematics is in the international spotlight. Partly this is the result of a myriad of studies that seem to show that early childhood mathematics achievement is a strong predictor of success or otherwise in future school mathematics, other school subjects and life itself (Duncan et al 2007;Geary et al 2013;Carmichael, MacDonald, and McFarland-Piazza 2014). As a result, across the globe, there is greater encouragement for early childhood professionals in both prior-to-school and school settings to engage with their children in mathematics learning, with one aim being to ensure that the children's standards of achievement are higher by the time they meet the first national or international assessment of their careers.…”