| Nebiyu Taddese
NCES
Educational achievement
This study develops and tests a model for mathematics achievement. The factors that enter into the educational achievement model consist of schools' and family attributes, as well as peer group and students' characteristics. The educational achievement process will be studied by integrating economic, sociological and psychological models of achievement. Hierarchical linear modeling technique will be employed to investigated the input and process variables that are most closely related to mathematics achievement. The study employs that High School Effectiveness data sets which has never been used by previous analysts except by the candidate. This large scale data set is especially designed to suit hierarchical linear modeling. Variables for schools comprise of teachers' subject matter specialty and instructional techniques as well as quantity of instruction. Variables for family consist of some parents' course of actions in school or at home related to the education of their children. Variables for students' comprise of their interest, effort, confidence in school activities and out-of-school experience mainly directed to learning mathematics. A number of peer environments and school psychosocial environment are included in the model. Student ability and background variables are also included in the model as control variables. The research project has an overall special interest in determining if some schools are more effective for particular groups of student in particular racial minorities and female students. It is analytically and statistically designed to identify which kinds of schools are more effective for these groups of students and what factors contributed towards their effectiveness.
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