Journal ArticleDOI
Relationships Between Student, Teacher, and School Characteristics and Mathematics Achievement
TLDR
In this article, a three-level hierarchical linear model was employed to examine individual predictors of student achievement in mathematics, and significant differences were found between students of different ethnicities, socioeconomic statuses (SES), and parental education levels.Abstract:
A variety of factors contributes to student achievement in mathematics, including but not limited to student behaviors and student, teacher, and school characteristics. The purpose of this study was to explore which of these factors have an impact on student mathematics achievement. The target population for this study was North Carolina Algebra II students. Analyses of variance models were examined for group differences and a Three-level Hierarchical Linear Modeling method was employed to examine individual predictors of student achievement in mathematics. Statistically, significant differences were found between students of different ethnicities, socioeconomic statuses (SES), and parental education levels. No gender effects were statistically significant. All teacher-level variables investigated were found to be statistically significant, impacting student achievement in mathematics. School size and SES were not found to significantly contribute to student achievement. More research on the relationships between these factors shown to make statistically significant differences on mathematics achievement is needed to further explain several phenomena that this research reveals.read more
Citations
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High School Size: Which Works Best, and for Whom? Draft.
Valerie E. Lee,Julia B. Smith +1 more
TL;DR: In this article, the authors investigated the relationship between high school size and student learning and found that the influence of school size on learning is different in schools that enroll students of varying SES and in schools with differing proportions of minority students.
Journal ArticleDOI
Student-Teacher Racial Match and Its Association With Black Student Achievement: An Exploration Using Multilevel Structural Equation Modeling
TL;DR: The authors examined student-teacher "racial match" for its association with Black student achievement and found that a match of Black male students with Black teachers is associated with higher reading scores for this group, as well as a matching of Black female students with a Black or Hispanic teacher.
Journal ArticleDOI
Enhancing Links between Research and Practice to Improve Consumer Financial Education and Well-Being.
TL;DR: A recent meta-analysis of the effect of financial literacy and financial education on downstream financial behaviors has shown a weak collective impact of the work of financial education as discussed by the authors, however, they do not support a dismantling of the financial education programs and funding.
Journal ArticleDOI
Impacts of STEM Professional Development on Teachers' Knowledge, Self-Efficacy, and Practice
TL;DR: In this paper, a STEM education descriptive framework was used to design and enact a year-long professional development with eight secondary teachers at non-STEM focused schools in Southeast USA, using teacher self-efficacy scores on pre- and post-tests, self-reported STEM integration efforts, and other feedback.
Journal ArticleDOI
Implementing Engineering in Diverse Upper Elementary and Middle School Science Classrooms: Student Learning and Attitudes
TL;DR: In this article, the authors explored the association among student and teacher demographics, and student learning of engineering content and attitudes towards STEM after participation in an elementary or middle school engineering-based science curricula.
References
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Posted Content
The Economics of Schooling: Production and Efficiency in Public Schools.
TL;DR: In this article, the authors point out that public and professional interest in education is likely to be short-lived, doomed to dissipate as frustration over the inability of policy to improve school practice sets in.
Journal ArticleDOI
Assessing the Effects of School Resources on Student Performance: An Update
TL;DR: The authors reviewed the available educational production literature, updating previous summaries, and showed that there is not a strong or consistent relationship between student performance and school resources, at least after variations in family inputs are taken into account.
Journal ArticleDOI
Interpersonal expectancy effects: the first 345 studies
Robert Rosenthal,Donald B. Rubin +1 more
TL;DR: For instance, the authors summarizes the results of 345 experiments investigating interpersonal self-fulfilling prophecies, including those conducted by experimenters, teachers, employers, and therapists, with the goal of evaluating their substantive and methodological importance.
Journal ArticleDOI
Does Homework Improve Academic Achievement? A Synthesis of Research, 1987–2003:
TL;DR: For example, this paper found that both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement and that a stronger correlation existed in Grades 7-12 than in K-6 and when students rather than parents reported time on homework.
Journal ArticleDOI
Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies
Lee Jussim,Kent D. Harber +1 more
TL;DR: 35 years of empirical research on teacher expectations justifies the following conclusions: self-fulfilling prophecies in the classroom do occur, but these effects are typically small, they do not accumulate greatly across perceivers or over time, and they may be more likely to dissipate than accumulate.
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