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Product

RIPM Technical Report #26: Examining the Long-Term Predictive Validity of the Early Numeracy Indicators for Predicting Success on a High Stakes...

Center:

MN-Institute on Community Integration, UCEDD/LEND

Fiscal Year:

2012

Contact Information:

Product Description:

This report summarizes a study examining the long-term predictive validity of three Early Numeracy Indicators (Number Identification, Quantity Discrimination, and Missing Number). Data were drawn from 192 students across three cohorts in the 2004-05 to 2006-07 academic years. The Early Numeracy Indicator data for this study were collected as part of three studies in the years 2004- 2007 (Foegen, Lembke, Klein, Lind, & Jiban, 2006; Lembke & Foegen 2005; Lind, Olson, & Foegen, 2009) to identify reliable and valid curriculum-based measures in early mathematics. Third-grade ITBS data for the present study were provided by the district. All the Early Numeracy Indicators produced results that indicated that they are effective in predicting success or failure on the ITBS.

Keyword(s):

Product/Publication Type(s):

Reports and monographs

Target Audience:

Professionals

Alternative Format:

Electronic (disc, CD, 508 compliant web posting)

To Obtain Copies (URL or Email):

http://www.progressmonitoring.net/pdf/TR26ENIPreVal.pdf

COVID-19 Related Data:

N/A

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