Increasing equity and access to quality mathematics instruction through early screening

Abstract

Kindergarten is the first formal schooling experience for many children, presenting a critical opportunity to develop early mathematics skills. Subsequently, the development of number sense and related mathematics skills is of critical importance. Universal screening for mathematics difficulties provides a tool for identifying students that are at-risk for future mathematics difficulties upon kindergarten entry, and monitoring their mathematics progress throughout the school year. Given that mathematics trajectories are often predicted by initial skill level, early prevention and intervention can greatly improve mathematics outcomes. Furthermore, universal screening may improve equity and access to quality mathematics instruction for children across racial and ethnic groups by identifying areas where additional support is needed. However, there is limited research on the predictive validity of these assessments, specifically the functioning of cut scores, across racial and ethnic groups. The current study is a validation of two such screening assessments, the Number Sense Brief (NSB) and the Test of Early Numeracy (TEN).