Influence of Socioeconomic Disadvantages on Mathematics Achievement: A Multilevel Cohort Analysis

Autor/in	Singh, Malkeet
Titel	Influence of Socioeconomic Disadvantages on Mathematics Achievement: A Multilevel Cohort Analysis
Quelle	In: Journal of Educational Research, 108 (2015) 5, S.347-357 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2014.899956
Schlagwörter	Socioeconomic Influences; Achievement Gap; Public Education; Mathematics Achievement; Predictor Variables; Grade 3; Economically Disadvantaged; Individual Characteristics; Educational Policy; Cohort Analysis; Longitudinal Studies; Student Characteristics; Educational Research; Hierarchical Linear Modeling; Standardized Tests; Predictive Validity; Predictive Measurement; Elementary Secondary Education; Educational Legislation; Federal Legislation; Hawaii + Suchen Sie Ihr Suchwort? Sozioökonomischer Faktor; Öffentliche Erziehung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Politics of education; Bildungspolitik; Kohortenanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungsforschung; Pädagogische Forschung; Standadised tests; Standardisierter Test; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Closing the achievement gap in public education is a worthy goal that has been included as a top priority in the No Child Left Behind Act of 2001 (2002). This study analyzed the most salient predictors at the student and school levels to identify their long-term impact on mathematics achievement from the elementary grades to high school. The findings suggest that of all the individual factors Grade 3 mathematics achievement was the most crucial predictor for future mathematics achievement. Economic disadvantage at the student and school level has a negative impact on achievement. Furthermore, individual characteristics have approximately four times the predictive power of school-level characteristics. Implications of the findings are discussed with respect to educational policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01