Examining the Relationships Among Mathematics Coaches and Specialists, Student Achievement, and Disability Status

• In Event: Classroom Interventions and Student Mathematics Learning

Abstract

With the need to improve students’ mathematics learning and performance, elementary schools have begun hiring mathematics coaches and specialists (MCSs). However, limited empirical research exists on how the use of MCSs relates to student achievement. Using restricted-use data from the 2011 NAEP Mathematics Assessment and advanced statistical analyses, including hierarchical linear modeling, this study examined the relationship between MCSs and the mathematics achievement of more than190,000 fourth-grade students in more than 7,400 schools nationwide. Additionally, the study examined whether that relationship differed for students with and without disabilities, as well as examined the relationships between principal-reported time spent on the different NAEP-defined roles and responsibilities of MCSs and students’ achievement. Findings, implications, and future research are discussed.

Authors

• Kristin E. Harbour, The University of Alabama

• Jill L. Adelson, University of Louisville

• Karen Karp, Johns Hopkins University