Modeling Stability of Growth between Mathematics and Science Achievement During Middle and High School

Autor/inn/en	Ma, Xin; Ma, Lingling
Titel	Modeling Stability of Growth between Mathematics and Science Achievement During Middle and High School
Quelle	In: Evaluation Review, 28 (2004) 2, S.104-122 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-841X
DOI	10.1177/0193841X03261025
Schlagwörter	Student Characteristics; Institutional Characteristics; Mathematics Achievement; Science Achievement; Parent Participation; Parent School Relationship; Middle Schools; Data Analysis; Models + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elternmitwirkung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Middle school; Mittelschule; Mittelstufenschule; Auswertung; Analogiemodell
Abstract	In this study, the authors introduced a multivariate multilevel model to estimate the consistency among students and schools in the rates of growth between mathematics and science achievement during the entire middle and high school years with data from the Longitudinal Study of American Youth (LSAY). There was no evident consistency in the rates of growth between mathematics and science achievement among students, and this inconsistency was not much influenced by student characteristics and school characteristics. However, there was evident consistency in the average rates of growth between mathematics and science achievement among schools, and this consistency was influenced by student characteristics and school characteristics. Major school-level variables associated with parental involvement did not show any significant impacts on consistency among either students or schools. Results call for educational policies that promote collaboration between mathematics and science departments or teachers. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10