The Mathematics-Reading Achievement Relationship: Patterns Found in a Multigrade, Multiyear Statewide Examination

• In Event: Learning and Instruction

Abstract

This study explores patterns in the relationship between mathematics and reading achievement using statewide assessment data from all assessed students in grades 3-8 and high school, examining the effects of student, school, and district characteristics. The results indicated that reading and mathematics achievement was positively related not only at the student level but more strongly at the school level. The relationship between reading achievement and later mathematics performance was not as strong for females as for males and not as strong for non-White students as for White students. School and district characteristics did not moderate the mathematics-reading relationship. Implications for these findings are discussed.

Authors

• Jill L. Adelson, University of Louisville

• Emily R. Dickinson, Human Resources Research Organization

• Brittany C Cunningham, Insight Policy Research, Inc.