[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585962-105":59,"doc-detail-585962-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","summary-report-june-2024-exploring-patterns-in-students-math-mindsets-and-experiences-and-their-math-achievement","SUMMARY REPORT June 2024 - Exploring Patterns in Students’ Math Mindsets and Experiences, and their Math Achievement","","June 2024 summary report examining how students’ survey-reported math experiences and mindsets relate to performance on an end-of-year state standardized math assessment. The study uses NORC’s Youth and Teen Math Mindset survey, administered in the 2022-2023 academic year to fourth through tenth graders in a northeastern U.S. school district. Four subscales—classroom climate, math identity/beliefs/motivation, instructional practices/experiences, and parental support—are linked to standardized scores via regression with demographic controls, with subgroup-specific reference-group modeling to reduce gap-gazing concerns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/summary-report-june-2024-exploring-patterns-in-students-math-mindsets-and-experiences-and-their-math-achievement/585962/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/summary-report-june-2024-exploring-patterns-in-students-math-mindsets-and-experiences-and-their-math-achievement/585962.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of this research brief?","Question",{"text":112,"@type":113},"To analyze how students’ survey responses about their math experiences and mindsets are associated with end-of-year standardized math assessment performance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which survey factors are included in the analysis?",{"text":117,"@type":113},"The survey measures classroom climate, math identity/beliefs/motivation, instructional practices/experiences, and parental support around math learning, which form four subscales used in regression models.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the report handle differences across racial/ethnic subgroups?",{"text":121,"@type":113},"Each racial/ethnic group is used as its own reference group in regression models to avoid “gap-gazing” and to support subgroup-specific interpretation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585962,1792076414,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","SUMMARY REPORT  \nJune 2024  \nExploring Patterns in Students’ Math Mindsetsand Experiences, and their Math Achievement  \nPresented by:  \nNORC at the University of Chicago  \nPresented to:  \nScotch Plains-Fanwood Regional School District  \nINTRODUCTION  \nThis research brief explores the relationship between how students responded to a survey about their math experiences and mindsets and how they performed on an endof-year state standardized math assessment. For this study, NORC partnered with a racially diverse school district in the northeastern region of the United States. Educatorsin the district learned about NORC’s Youth and Teen Math Mindset study (funded by the Bill and Melina Gates Foundation) and expressed interest in administering NORC’s survey to get a better sense of what factors may underlie and influence students’ math achievement. Together, NORC and the district administered the survey in the spring of the 2022-2023 academic year to students in the fourth through tenth grades.  \nDATA AND METHODS  \nTo better understand student experiences studying math and other factors that may influence their math achievement, the survey asked students a series of questions about the following factors:  \n1. Classroom climate (teacher and peer interactions in math class)  \n2. Math identity, beliefs, and motivation (students’ views of their math ability, how math ability develops , the importance of studying math , and persistence when studying math)  \n3. Instructional practices and experiences (students’ experiences learning math and the usefulness of those experiences)  \n4. Support from parents around math learning (parental expectations and support)  \nSurvey questions related to the factors listed above make up four subscales that we used in regression models to explore their association with standardized math achievement scores. The research questions guiding our analysis were:  \n1. Over and above demographic characteristics, are the subscales from the NORC Youth and Teen Math Mindset study associated with standardized math achievement scores in our partner district?  \n2. How much , if at all, does the association between standardized math achievement scores and the NORC Youth and Teen Math Mindset subscales differ across racial/ethnic subgroups?  \nFor this analysis, we combined students’ survey responses from the NORC 2023 Youth and Teen Math Mindset Study with demographic data and standardized math achievement data provided by the district using a common identifier. Math achievement data included students’ raw scores on their 2022-2023 end-of-year standardized state math exam, with possible scores between 650 and 850, and their math proficiency level which included five categories: (1) did not meet expectations,(2) approached  \nexpectations,(3) partially met expectations,(4) met expectations, and (5) exceeded expectations. To maximize variation, we utilize raw scores from the standardized math exam as our outcome variable. The demographic data included students’ grade level, their race and ethnicity, special education status, migrant status, English language learner status, and free and reduced-price lunch status. Each regression model includes one subscale as a predictor variable with demographic data listed above as control variables.  \nA note about our analytic approach: In our analysis, we chose each racial/ethnic group as its own reference group in our regression models. This approach aims to steer clear of “gap-gazing,” a term used to describe the tendency in math education research to focus on differences between White students and students from marginalized groups. Such a focus can inadvertently reinforce misconceptions about inherent deficiencies among marginalized students and other misleading ideas about academic achievement (Gutierrez, 2008) . In addition, given the varying sizes of racial and ethnic subgroup populations, direct comparisons between them may not be meaningful or appropriate. By focusing on each subg","cbCaivX3VASOI5lM","https://ap.wps.com/l/cbCaivX3VASOI5lM","pdf",894106,26,"English","# Introduction\n# Data and Methods\n## Survey factors and subscales\n## Research questions and analytic approach\n# Descriptive Analysis Results\n## Sample characteristics and exclusions\n## Distribution of math achievement scores by race/ethnicity","[{\"question\":\"What is the main purpose of this research brief?\",\"answer\":\"To analyze how students’ survey responses about their math experiences and mindsets are associated with end-of-year standardized math assessment performance.\"},{\"question\":\"Which survey factors are included in the analysis?\",\"answer\":\"The survey measures classroom climate, math identity/beliefs/motivation, instructional practices/experiences, and parental support around math learning, which form four subscales used in regression models.\"},{\"question\":\"How does the report handle differences across racial/ethnic subgroups?\",\"answer\":\"Each racial/ethnic group is used as its own reference group in regression models to avoid “gap-gazing” and to support subgroup-specific interpretation.\"}]","SUMMARY REPORT June 2024 - Exploring Patterns in Students’ Math Mindsets and Experiences, and their Math Achievement | PDF",1792056455,66]