A Multilevel Study of the Relationship Between Kindergarteners' Socioeconomic Status, Math Achievement, and School Professional Community

• In Event: 16.056 - Roundtable Session 4
  In Roundtable Session: 16.056-8 - Examining Early Childhood Partnerships and Identities

Abstract

Based on a nationally representative longitudinal study for Kindergarteners (ECLS-K), this study examined the relationship between kindergartners’ social-economic status and their math achievement. By employing a multilevel analysis (Hierarchical Linear Models) at both individual and school levels, this study found that the effect of kindergartners’ SES on their math achievement is contingent on the school’s average professional community levels.

Author

• Sisi Chen, University of Michigan - Ann Arbor