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Journals Home > Journal Of Advanced Academics > Volume 19 |  Issue 3 > Article Abstract
 

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  • Volume 19
  •  Issue 3
  • Publication Date: Spring 2008
  • Page Number(s): 472-501
  • DOI: 10.4219/jaa-2008-810



Factors Affecting the Algebra I Achievement of Academically Talented Learners

Michael S. Matthews and Jennie L. Farmer

The researchers used structural equation modeling to examine the relationship among selected variables and talent search students’ scores (N = 3,622) on a standardized measure of Algebra I achievement. Study variables included prior mathematics ability, parental education level, whether a student was identified as gifted, participation in afterschool activities, the time spent on homework, and the amount of class time spent on discussions and lectures. The strongest relationship observed was between mathematics reasoning and Algebra I achievement. Although gifted status was a strong predictor of mathematics reasoning, it was not strongly related to Algebra I achievement within this highly able population.


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