Mathematics Achievement in a Reform Environment: The Effect of Teacher, Student, and Parental Characteristics on Student Testing Performance.

Autor/in	Munoz, Marco A.
Titel	Mathematics Achievement in a Reform Environment: The Effect of Teacher, Student, and Parental Characteristics on Student Testing Performance.
Quelle	(2000), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Educational Change; Elementary Secondary Education; Mathematics Education; Socioeconomic Influences; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Mathematische Bildung; Sozioökonomischer Faktor
Abstract	The purpose of this analysis was to examine issues of mathematics achievement in a reform environment by means of exploring the relevance of school and social variables on student performance in the state of Kentucky. The study was correlational in nature. Ordinary Least Squares (OLS) multiple regression analysis was used to identify the predictors of student achievement for the 1996 National Assessment for Educational Progress (NAEP) in Kentucky. The predictors included sets of teacher related variables (certification, coursework, and knowledge of standards), students' socio-demographic variables, and parental background variables. The dependent variable was operationalized using school scores on a standardized test, the NAEP. Student variables such as free/reduced lunch participation and race were predictors of educational outcomes. In addition, parental background variables such as father's educational level, mother's educational level, and mobility were significant predictors. Finally, only certification for the elementary math appeared as a predictor of mathematics achievement. Implications for policy and administrative practice are discussed. (Contains 20 references.) (Author/MM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC