A Systematic Review of Factors Associated with High Schoolers' Algebra Achievement According to HSLS:09 Results

Autor/inn/en	Sharpe, Sheree T.; Marsh, Dalton D.
Titel	A Systematic Review of Factors Associated with High Schoolers' Algebra Achievement According to HSLS:09 Results
Quelle	In: Educational Studies in Mathematics, 110 (2022) 3, S.457-480 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10130-4
Schlagwörter	High School Students; Mathematics Skills; Mathematics Achievement; Algebra; Longitudinal Studies; Grade 9; Grade 11; Race; Ethnicity; Gender Differences; Socioeconomic Status; Prior Learning; Evidence Based Practice; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathmatics sikills; Mathematical ability; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Rasse; Abstammung; Ethnizität; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Vorkenntnisse
Abstract	In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as the outcome to explore why results from the same dataset may differ across studies. More specially, the authors synthesized the extant research literature that utilized data from the High School Longitudinal Study of 2009 (HSLS:09) to investigate the student-, teacher-, school-, and parent-level characteristics associated with algebra achievement and whether these relationships were consistent across students' backgrounds (i.e., race/ethnicity, gender, socio-economic status, and prior achievement). The authors have summarized the results of 21 studies across 2 outcome variables (ninth- and eleventh-grade algebra achievement) using optimal resource theory as a framework to summarize evidence-based practices for improving student outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01