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.
Original language | English |
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Pages (from-to) | 104-122 |
Number of pages | 19 |
Journal | Evaluation Review |
Volume | 28 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2004 |
Keywords
- Change
- Data analysis
- Mathematics achievement
- Science achievement
- Stability
ASJC Scopus subject areas
- Arts and Humanities (miscellaneous)
- General Social Sciences