The Relationship of Grade Span in 9th Grade to Math Achievement in High School

Autor/inn/en	West, John; Miller, Mary Lou; Myers, Jim; Norton, Timothy
Titel	The Relationship of Grade Span in 9th Grade to Math Achievement in High School
Quelle	In: Administrative Issues Journal: Connecting Education, Practice, and Research, 5 (2015) 2, S.64-81 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-7615
Schlagwörter	High School Students; Grade 9; Mathematics Achievement; Grouping (Instructional Purposes); Hypothesis Testing; Achievement Gains; Mathematics Tests; Scores; Correlation; Longitudinal Studies; Hierarchical Linear Modeling; Credits; Predictor Variables; Race; Socioeconomic Status; Grade 10; Grade 12 + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Grouping; Gruppenbildung; Hypothesenprüfung; Hypothesentest; Achievement gain; Leistungssteigerung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Rasse; Abstammung; Socio-economic status; Sozioökonomischer Status; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high school students in the United States from public and private schools who were in the ninth grade for the first time during the 1989-1990 school year. The data collection instrument was the National Educational Longitudinal Study of 1988 (NELS:88). Further sampling and data analysis was conducted through SPSS and hierarchical linear modeling (HLM) software programs. A three-level, repeated-observations, HLM model was employed. The first level included scores and data collected over time nested within students. The second level included within schools data. Data were compared between schools for the third level of the full model. Findings and Conclusion: This study confirmed the significance of race, socioeconomic status, math courses taken, math credits earned, different rates of growth in mathematics, and school level factors that affect individual student math performance. School level factors also contributed to student learning at a significant level. Although this study did not identify a correlation between grade span and math achievement, it may have provided other researchers and practitioners recommendations that will guide practice and further research. This study also indicated the need, based on the unexplained variance, to identify additional factors that may contribute to improvement in learning for students. (As Provided).
Anmerkungen	Southwestern Oklahoma State University. 100 Campus Drive PAX 208, Weatherford, OK 73096. Tel: 580-774-7175; Fax: 580-774-7020; e-mail: aij@swosu.edu; Web site: http://www.swosu.edu/academics/aij/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01