TY - JOUR
T1 - The development of science achievement in middle and high school
T2 - Individual differences and school effects
AU - Ma, Xin
AU - Wilkins, Jesse L.M.
PY - 2002/8
Y1 - 2002/8
N2 - Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.
AB - Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.
UR - http://www.scopus.com/inward/record.url?scp=0036673154&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0036673154&partnerID=8YFLogxK
U2 - 10.1177/0193841X02026004003
DO - 10.1177/0193841X02026004003
M3 - Article
C2 - 12174538
AN - SCOPUS:0036673154
SN - 0193-841X
VL - 26
SP - 395
EP - 417
JO - Evaluation Review
JF - Evaluation Review
IS - 4
ER -