%0 Journal Article
%T Prior Year¡¯s Predictors of Eighth
%A Jamal Abedi
%A Jian-Hua Liang
%A Paul E. Heckman
%J Journal of Advanced Academics
%@ 2162-9536
%D 2018
%R 10.1177/1932202X18770172
%X This study examines the power of cognitive and noncognitive variables to predict students¡¯ performance in algebra. We investigated students¡¯ prior year¡¯s assessment scores and demographic characteristics to predict eighth-grade algebra scores. Using California statewide assessment data, we explored predictive factors in three regression models. These analyses reveal that the seventh-grade mathematics test scores account for 61% of the variance in eighth graders¡¯ algebra test scores. Analyzing subscores of the seventh-grade mathematics test, the assessment content focus of rational numbers is a major predictor, contributing 48% of the variance in eighth graders¡¯ algebra test scores. On the other hand, students¡¯ demographic variables show little predictive power for eighth-grade algebra scores. This study provides empirical evidence for understanding the factors that impact a student¡¯s success in learning algebra
%K predictors
%K algebra achievement
%K eighth-grade algebra
%K regression analysis
%U https://journals.sagepub.com/doi/full/10.1177/1932202X18770172