Modeling stability of growth between mathematics and science achievement during middle and high school

Xin Ma, Lingling Ma

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

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 languageEnglish
Pages (from-to)104-122
Number of pages19
JournalEvaluation Review
Volume28
Issue number2
DOIs
StatePublished - Apr 2004

Keywords

  • Change
  • Data analysis
  • Mathematics achievement
  • Science achievement
  • Stability

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • General Social Sciences

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