Understanding teacher decisions about student grade level promotions

Maria Kosogorova; Sona Antonyan; Manasi Singhal; Jenya Brodskaia; Anna Mirny; Oksana Ilina; Ishan Jetwani; Yamato Murakami; Mikhail Pevunov; Sourav Sinha; Vidhyuth Venugopal; Larry Ludlow

doi:10.29333/ejmste/16506

Maria Kosogorova ¹ ^* , Sona Antonyan ¹ , Manasi Singhal ¹ , Jenya Brodskaia ¹ , Anna Mirny ¹ , Oksana Ilina ¹ , Ishan Jetwani ¹ , Yamato Murakami ¹ , Mikhail Pevunov ¹ , Sourav Sinha ¹ , Vidhyuth Venugopal ¹ , Larry Ludlow ²

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¹ Russian School of Mathematics, Newton, MA, USA² Boston College, Boston, MA, USA^* Corresponding Author

Abstract

Existing research indicates a potential correlation between students’ online homework and classwork behaviors and their educational progress. Exploring this link could help identify key performance behaviors that are essential for improvement. Ideally, encouraging students to enhance these behaviors would lead to better learning outcomes, faster academic progress, and greater overall educational potential. In this study, the online homework and classwork behaviors of fourth-grade students enrolled in an after-school mathematics program were analyzed to predict their academic placement for the following year, which could remain the same, move up a level, or drop down. The results from several predictive models confirm that there is indeed a correlation between students’ online behaviors and their future academic placement. Based on these findings, recommendations are proposed to help students boost their progress potential. Moreover, distinct suggestions are offered for both new and returning students.

Keywords

process data
predicting promotions
mathematical achievement
after-school programs

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 6, 2025, Article No: em2646

https://doi.org/10.29333/ejmste/16506

Publication date: 17 Jun 2025

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How to cite this article

APA

Kosogorova, M., Antonyan, S., Singhal, M., Brodskaia, J., Mirny, A., Ilina, O., Jetwani, I., Murakami, Y., Pevunov, M., Sinha, S., Venugopal, V., & Ludlow, L. (2025). Understanding teacher decisions about student grade level promotions. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2646. https://doi.org/10.29333/ejmste/16506

Vancouver

Kosogorova M, Antonyan S, Singhal M, Brodskaia J, Mirny A, Ilina O, et al. Understanding teacher decisions about student grade level promotions. EURASIA J Math Sci Tech Ed. 2025;21(6):em2646. https://doi.org/10.29333/ejmste/16506

AMA

Kosogorova M, Antonyan S, Singhal M, et al. Understanding teacher decisions about student grade level promotions. EURASIA J Math Sci Tech Ed. 2025;21(6), em2646. https://doi.org/10.29333/ejmste/16506

Chicago

Kosogorova, Maria, Sona Antonyan, Manasi Singhal, Jenya Brodskaia, Anna Mirny, Oksana Ilina, Ishan Jetwani, Yamato Murakami, Mikhail Pevunov, Sourav Sinha, Vidhyuth Venugopal, and Larry Ludlow. "Understanding teacher decisions about student grade level promotions". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 6 (2025): em2646. https://doi.org/10.29333/ejmste/16506

Harvard

Kosogorova, M., Antonyan, S., Singhal, M., Brodskaia, J., Mirny, A., Ilina, O., . . . Ludlow, L. (2025). Understanding teacher decisions about student grade level promotions. Eurasia Journal of Mathematics, Science and Technology Education, 21(6), em2646. https://doi.org/10.29333/ejmste/16506

MLA

Kosogorova, Maria et al. "Understanding teacher decisions about student grade level promotions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 6, 2025, em2646. https://doi.org/10.29333/ejmste/16506