Multilevel Analysis of School Climate and Mathematics Achievement Using an Ecological Systems Framework

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Abstract

The role of school climate in mathematics achievement was investigated through an Ecological Systems perspective. We examined the relationships between individual student characteristics and three nested system through multi-level analysis, using the proportion of Gap (at-risk) students and student mobility as predictors for mathematics achievement and student perceptions of school climate. In this sample of 8th grade student in an urban district, individual Gap status was the strongest predictor of mathematics achievement. Student perceptions of school climate had a small but significant relationship with achievement. Neither proportion of Gap students or student mobility contributed to this model.

Authors

• Heather Levinson, University of Louisville

• Jill L. Adelson, University of Louisville