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- W3027108115 abstract "This study investigates how school-level standardized testing policy at Grade 1 is directly and indirectly linked to math achievement in primary grades. Using nationally representative Early Childhood Longitudinal Study-Kindergarten Cohort data drawn from the U.S., the sample consists of 6774 children nested in 925 elementary schools. Findings from a multilevel full structural mediation analysis indicate that despite children’s short-term gains at Grade 1, the positive effects of frequent testing policy at Grade 1 do not persist in Grade 3. In contrast, school-level standardized testing policies were negatively associated with math achievement at Grade 3 mediated by procedural instructional approaches (e.g., drills). The findings provide empirical evidence on the validity of standardized testing in primary-grade mathematics and offer implications for teachers, educational policymakers, and researchers." @default.
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- W3027108115 date "2020-09-01" @default.
- W3027108115 modified "2023-09-23" @default.
- W3027108115 title "The school-level standardized testing policy and math achievement in primary grades: The mediational role of math instructional approach" @default.
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- W3027108115 doi "https://doi.org/10.1016/j.stueduc.2020.100877" @default.
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