Understanding the interconnected drivers of mathematics test performance
A longitudinal study
Bibliographic Data
| ID | 21067772 |
|---|---|
| Authors | Zitong Huang (0000-0001-7936-4963, Columbia University, corresponding author), Yiyao Yang (0009-0001-8693-4888, Columbia University), Yasemin Gülbahar (0000-0002-1726-3224, Columbia University) |
| Year | 2026 |
| Volume | 88 |
| Pages | 101539 |
| Publication date | 2026-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2025.101539 |
| OpenAlex | W4416891677 |
| Language | EN |
| References cited | 31 |
Academic achievement · Achievement test · At-risk students · Disadvantage · Disadvantaged · Fluency · Longitudinal study · Preparedness · Socioeconomic status · Cognitive and developmental aspects of mathematical skills · Psychometric Methodologies and Testing · School Choice and Performance
Blue space, health and well-being
The Language Factor in Mathematics Tests
Mathematics Instruction for Students With Learning Disabilities
Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety
Effects of School Racial Composition on K–12 Mathematics Outcomes
Dyscalculia and Typical Math Achievement Are Associated With Individual Differences in Number-Specific Executive Function
Differential and long-term language impact on math
Reading Proficiency and Mathematics Problem Solving by High School English Language Learners
Environmental risk factors and children's achievement from middle childhood to early adolescence
The increasing impact of socioeconomics and race on standardized academic test scores across elementary, middle, and high school
Long-term reduction in implicit race bias
Longitudinal study of low and high achievers in early mathematics
| Highly cited | No |
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