Predicting student growth in mathematical content knowledge

Jesse L.M. Wilkins, Xin Ma

Research output: Contribution to journalArticlepeer-review

29 Scopus citations


Using national longitudinal data, the authors investigated factors related to student learning or growth in statistics, algebra, and geometry in middle school and high school. The authors used hierarchical linear models to model variation in student rate of growth with factors associated with student characteristics and instructional and environmental factors. In addition, the authors designed the study to identify factors that differentially affect student growth at different levels of secondary school (middle school vs. high school) and for different mathematical content areas (statistics, algebra, geometry). Results indicated substantial growth in all 3 content areas in both middle school and high school. Factors related to student learning were identified and found to differ by level of secondary school and content area.

Original languageEnglish
Pages (from-to)288-298
Number of pages11
JournalJournal of Educational Research
Issue number5
StatePublished - 2002


  • Growth
  • Longitudinal studies
  • Mathematics education
  • Secondary education

ASJC Scopus subject areas

  • Education


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