A Multilevel Model to Identify Predictors of Students' Achievement on NAEP-Economics

• In Event: Roundtable Session 21
  In Roundtable Session: Examining Economics Education

Abstract

Using data from the 2006 NAEP-Economics 12th grade Assessment, we conducted a hierarchical linear model to examine both student- and school-level effects on economics content knowledge. We examined the relationship among student-level variables including demographics, economics course structure, and instructional exposure. In contrast to prior studies, we were able to account for the nesting of students in schools and determine if there were any significant building-level effects associated with NAEP-E outcomes. We included district and state accountability policies (i.e. testing and graduation requirements) as well as contextual variables (i.e. percent minority and college bound) at the building level. Findings offer more nuanced interpretations of earlier NAEP-E studies and extend national analyses to include instructional exposure and building-level effects.

Authors

• Tina Lane Heafner, University of North Carolina - Charlotte

• Phillip J. VanFossen, Purdue University

• Paul G. Fitchett, University of North Carolina - Charlotte