Exploring the Empirical Connection between Student, Teacher, School, and District-Level Variables on Fifth Grade Students' Mathematics Achievement

Autor/inn/en	Polly, Drew; Wang, Chaung; Petty, Teresa; Binns, Ian
Titel	Exploring the Empirical Connection between Student, Teacher, School, and District-Level Variables on Fifth Grade Students' Mathematics Achievement
Quelle	In: School Science and Mathematics, 122 (2022) 3, S.169-178 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Polly, Drew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12520
Schlagwörter	Elementary School Mathematics; Mathematics Achievement; Grade 5; Achievement Gains; Gender Differences; Ethnicity; Elementary School Students; Elementary School Teachers; Educational Attainment; Teaching Experience; Job Satisfaction; Correlation; North Carolina + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 05; 5. Schuljahr; Schuljahr 05; Achievement gain; Leistungssteigerung; Geschlechterkonflikt; Ethnizität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsabschluss; Bildungsgut; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Korrelation
Abstract	This study used hierarchical linear modeling (HLM) to examine the relationship of student, teacher, school, and district-level variables on students' mathematics achievement as measured on the Grade 5 end of year assessment in North Carolina. Analyses indicated that there were statistically significant relationships between gains in student achievement and students' gender and ethnicity, teachers' advanced degrees (e.g., Master's and Doctorate), teachers' years of experience, and National Board Certification status. In terms of school and district-level variables, there were statistically significant relationships between students' mathematics achievement and the district's teachers' ratings of their job satisfaction as well as the district's percentages of teachers who had either graduate degrees and National Board Certification. Future research should examine the influence of these variables on mathematics achievement in other populations as well as tease out specific instructional practices in classrooms that may contribute to gains in student outcomes. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01