| Anne Hafner
California State University, Los Angeles
High school students' opportunities to learn in mathematics and science: A longitudinal look at academic track students
FINAL REPORT:
In this analysis, academic track students in the NELS:88 survey were followed from 8th to the 12th grade. The study aimed to determine which variables and scales are the most important predictors of student math proficiency level in 12th grade. Opportunity to learn (OTL) and teaching indicators and indices (including instructional quality, curricular quality, teacher quality and academic press) were created. Regressions were run on math proficiency using prior achievement, background variables, course and program variables, and teaching and instruction variables and scales as predictors. Results of the regression on math proficiency level showed that student background variables, course and program variables and instructional variables and scales predicted proficiency. Many of the teacher scales, including higher order thinking skills, teacher professional quality, knowledge of math, frequency of department meetings, academic press, self efficacy and teacher collaboration were significant predictors, and added much to the prediction of math proficiency. Findings from this study can be useful in providing refined teaching and instruction scales and in linking curriculum, instruction and teacher variables with achievemenl at different points on the scale. Findings enable us to pinpoint which factors are most important over time in ensuring academic track student success in math.
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