Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data

2018 ◽  
Vol 118 (4) ◽  
pp. 654-679 ◽  
Author(s):  
Kristin E. Harbour ◽  
Jill L. Adelson ◽  
Karen S. Karp ◽  
Caroline M. Pittard
Keyword(s):  
Student Achievement ◽  
Multilevel Analysis ◽  
Educational Progress ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Disability Status

Math coaches, specialists, and student achievement: Learning from the data

2020 ◽  
Vol 102 (3) ◽  
pp. 42-45
Author(s):  
Kristin E. Harbour ◽  
Evthokia Stephanie Saclarides
Keyword(s):  
Student Achievement ◽  
Teaching And Learning ◽  
Large Scale ◽  
Elementary Mathematics ◽  
National Assessment ◽  
Mathematics Coaches ◽  
Professional Development Model ◽  
Using Data ◽  
The Relationship ◽  
Practical Implications

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

scholarly journals DISCLOSURE RISK IN EDUCATIONAL SURVEYS: AN APPLICATION TO THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS

2007 ◽  
Vol 2007 (2) ◽  
pp. i-24 ◽  
Author(s):  
Andreas Oranje ◽  
David Freund ◽  
Mei-jang Lin ◽  
Yuxin Tang
Keyword(s):  
Educational Progress ◽  
National Assessment ◽  
Disclosure Risk

National Assessment of Educational Progress

1980 ◽  
Vol 87 (6) ◽  
pp. 427
Author(s):  
Shirley A. Hill
Keyword(s):  
Educational Progress ◽  
National Assessment
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