Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers

Xin Ma; Jianping Shen; Patricia Reeves; Zhenhui Piao

doi:10.1016/j.stueduc.2024.101341

Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers

Xin Ma, Jianping Shen, Patricia Reeves, Zhenhui Piao

Research output: Contribution to journal › Article › peer-review

1 Scopus citations

Abstract

Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).

Original language	English
Article number	101341
Journal	Studies in Educational Evaluation
Volume	81
DOIs	https://doi.org/10.1016/j.stueduc.2024.101341
State	Published - Jun 2024

Bibliographical note

Publisher Copyright:
© 2024 Elsevier Ltd

Funding

Authors are grateful for funding from the U.S. Department of Education (Grant ID Number: U423A170077 ). Opinions expressed in this article reflect those of the authors not necessarily those of the granting agency.

Funders	Funder number
U.S. Department of Education, OSERS	U423A170077
U.S. Department of Education, OSERS

Keywords

Elementary school
Longitudinal analysis
Multivariate multilevel model incorporating changes among both students and teachers
Racial ethnic gap in academic achievement
School renewal

ASJC Scopus subject areas

Education

Access to Document

10.1016/j.stueduc.2024.101341

Cite this

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title = "Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers",

abstract = "Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).",

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AU - Shen, Jianping

AU - Reeves, Patricia

AU - Piao, Zhenhui

PY - 2024/6

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N2 - Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).

AB - Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).

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Weakening achievement gap and strengthening school renewal: A multivariate multilevel approach incorporating changes among both students and teachers

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

Access to Document

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