A Multilevel Model to Identify Predictors of Students' Achievement on the 2012 NAEP-Economics

• In Event: 52.083 - Roundtable Session 19
  In Roundtable Session: 52.083-5 - Frameworks and Assessments: Effects on the Social Studies

Abstract

Using data from the 2012 NAEP-Economics 12th grade Assessment, we conducted a hierarchical linear model (HLM) 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. We accounted for the nesting of students in schools to determine if building-level effects were significantly associated with NAEP-E 2012 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 further document instructional exposure and building-level effects found in a multilevel model analysis of 2006 NAEP-Economics.

Authors

• Tina Lane Heafner, University of North Carolina - Charlotte

• Phillip J. VanFossen, Purdue University

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