scholarly journals Examining instruction, achievement, and equity with NAEP mathematics data.

2006 ◽  
Vol 14 ◽  
pp. 14 ◽  
Author(s):  
Sarah Theule Lubienski
Keyword(s):  
Student Achievement ◽  
Instructional Practices ◽  
Hierarchical Linear Modeling ◽  
White Students ◽  
Hispanic Students ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
Linear Modeling ◽  
Student Groups ◽  
Multiple Choice Tests

The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, White and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were White students. Using hierarchical linear modeling, this study identified several significant positive—and no negative—relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for White, Black and Hispanic students. The second purpose of this article is to make comparisons with another study that used the same NAEP data, but drew very different conclusions about the potential for particular instructional practices to alleviate inequities. A study published in EPAA by Wenglinsky (2004) concluded that school personnel can eliminate race-related gaps within their schools by changing their instructional practices. Similarities and differences between these two studies are discussed to illuminate how a researcher's framing, methods, and interpretations can heavily influence a study's conclusions. Ultimately, this article argues that the primary conclusion of Wenglinsky's study is unwarranted. Keywords: equity, hierarchical linear modeling; mathematics achievement; mathematics instruction; NAEP.

Inquiry and Gender Inequity in the Undergraduate Mathematics Classroom

2020 ◽  
Vol 51 (4) ◽  
pp. 504-516 ◽  
Author(s):  
Estrella Johnson ◽  
Christine Andrews-Larson ◽  
Karen Keene ◽  
Kathleen Melhuish ◽  
Rachel Keller ◽  
...  
Keyword(s):  
Hierarchical Linear Modeling ◽  
Mathematics Classroom ◽  
Gender Performance ◽  
Future Research ◽  
Learning Approaches ◽  
Linear Modeling ◽  
Gender Inequity ◽  
Student Groups ◽  
Content Assessment ◽  
And Gender

Our field has generally reached a consensus that active-learning approaches improve student success; however, there is a need to explore the ways that particular instructional approaches affect various student groups. We examined the relationship between gender and student learning outcomes in one context: inquiry-oriented abstract algebra. Using hierarchical linear modeling, we analyzed content assessment data from 522 students. We detected a gender performance difference (with men outperforming women) in the inquiry-oriented classes that was not present in other classes. We take the differential result between men and women to be evidence of gender inequity in our context. In response to these findings, we present avenues for future research on the gendered experiences of students in such classes.

scholarly journals Closing the Racial Achievement Gap:The Role of Reforming Instructional Practices

2004 ◽  
Vol 12 ◽  
pp. 64 ◽  
Author(s):  
Harold Wenglinsky
Keyword(s):  
No Child Left Behind ◽  
Achievement Gap ◽  
Instructional Practices ◽  
Hierarchical Linear Modeling ◽  
Fourth Graders ◽  
Linear Modeling ◽  
Student Background ◽  
Left Behind ◽  
Nationally Representative

No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

Behind the Eight Ball: The Effects of Race and Number of Infractions on the Severity of Exclusionary Discipline Sanctions Issued in Secondary School

2020 ◽  
Vol 28 (3) ◽  
pp. 131-143
Author(s):  
Jamilia J. Blake ◽  
Danielle M. Smith ◽  
Asha Unni ◽  
Miner P. Marchbanks ◽  
Steve Wood ◽  
...  
Keyword(s):  
African American ◽  
White Students ◽  
Hispanic Students ◽  
School Personnel ◽  
The United States ◽  
Behavioral Disorder ◽  
Emotional Behavioral Disorder ◽  
Disability Categories ◽  
State Educational ◽  
Students With A Disability

African American and Hispanic students receive more punitive school discipline than White students even when students of color commit similar infractions as Whites. Similarly, students with a disability status are more likely to experience harsher discipline in schools compared to their counterparts without a disability label. This study examines whether these discrepancies are a result of a difference in the number of infractions students of different racial/ethnic groups and disability categories commit. Using secondary educational data from a state educational agency in the United States, we demonstrate that African American and Hispanic students and students with an emotional behavioral disorder status receive more severe sanctions than White students and students without a disability label at their first discipline encounter. This racial disparity in discipline severity continues through six sanctions and is eliminated at the 13th sanction. The disability disparity in discipline severity dissipates after 10 sanctions for students with emotional behavioral disorder and intellectual disability. Implications for school personnel and future directions are discussed.

scholarly journals District Fiscal Policy and Student Achievement

2002 ◽  
Vol 10 ◽  
pp. 38
Author(s):  
Gary G. Huang ◽  
Binbing Yu
Keyword(s):  
Student Achievement ◽  
Fiscal Policy ◽  
Hierarchical Linear Modeling ◽  
National Level ◽  
Math Performance ◽  
Future Research ◽  
Linear Modeling ◽  
8Th Grade ◽  
District Role ◽  
Improving Student Learning

School restructuring raises questions about the role of school districts in improving student learning. Centralization by state governments and decentralization to individual schools as proposed in systemic reform leave districts' role unsettled. Empirical research on the district role in the context of ongoing reform is inadequate. This analysis of combined data from the NAEP and the Common Core of Data (CCD) was intended to address the issue. We analyzed 1990, 1992, and 1996 NAEP 8th grade mathematics national assessment data in combination with CCD data of corresponding years to examine the extent to which student achievement was related to districts' control over instructional expenditure, adjusting for relevant key factors at both district and student levels. Upon sample modification, we used hierarchical linear modeling (HLM) to estimate the relationships of student achievement to two district fiscal policy indictors, current expenditure per pupil (CEPP) and districts' discretionary rates for instructional expenditure (DDR). Net of relevant district factors, DDR was found unrelated to districts' average 8th grade math performance. The null effect was consistent in the analysis of the combined NAEP-CCD data for 1990, 1992, and 1996. In contrast, CEPP was found related to higher math performance in a modest yet fairly consistent way. Future research may be productive to separately study individual states and integrate the findings onto the national level.

A capital idea: exploring the relationship between human and social capital and student achievement in schools

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Alan J. Daly ◽  
Yi-Hwa Liou ◽  
Claudia Der-Martirosian
Keyword(s):  
Social Capital ◽  
Student Achievement ◽  
Student Learning ◽  
Hierarchical Linear Modeling ◽  
Teacher Collaboration ◽  
Linear Modeling ◽  
Content Type ◽  
Achievement Outcomes ◽  
Human And Social Capital ◽  
The Relationship

PurposeAs accountability policies worldwide press for higher student achievement, schools across the globe are enacting a host of reform efforts with varied outcomes. Mounting evidence suggests reforms, which encourage greater collaboration among teachers, may ultimately support increased student learning. Specifically, this study aims to investigate the relationship between human and social and student achievement outcomes.Design/methodology/approachIn exploring this idea, the authors draw on human and social capital and examine the influence of these forms of capital on student achievement using social network analysis and hierarchical linear modeling.FindingsThe results indicate that teacher human and social capital each have a significant and positive relationship with student achievement. Moreover, both teacher human and social capital together have an even stronger effect on student achievement than either human or social capital alone.Originality/valueAs more schools across the globe adopt structures for teacher collaboration and the development of learning communities, there is a need to better understand how schools may capitalize on these opportunities in ways that yield improved student learning. Our work sheds new light on these critical foundational elements of human and social capital that are individually and collectively associated with student achievement.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

The Relationship Between Leader–Member Exchange and Employees’ Proactive Behaviors

2019 ◽  
Vol 18 (2) ◽  
pp. 106-111
Author(s):  
Fong-Yi Lai ◽  
Szu-Chi Lu ◽  
Cheng-Chen Lin ◽  
Yu-Chin Lee
Keyword(s):  
Hierarchical Linear Modeling ◽  
Future Research ◽  
Leader Member Exchange ◽  
Voice Behavior ◽  
Linear Modeling ◽  
Team Members ◽  
Member Exchange ◽  
Multi Temporal ◽  
The Relationship ◽  
Practical Implications

Abstract. The present study proposed that, unlike prior leader–member exchange (LMX) research which often implicitly assumed that each leader develops equal-quality relationships with their supervisors (leader’s LMX; LLX), every leader develops different relationships with their supervisors and, in turn, receive different amounts of resources. Moreover, these differentiated relationships with superiors will influence how leader–member relationship quality affects team members’ voice and creativity. We adopted a multi-temporal (three wave) and multi-source (leaders and employees) research design. Hypotheses were tested on a sample of 227 bank employees working in 52 departments. Results of the hierarchical linear modeling (HLM) analysis showed that LLX moderates the relationship between LMX and team members’ voice behavior and creative performance. Strengths, limitations, practical implications, and directions for future research are discussed.

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