Are School Background and Process Associated With Achievement Gaps? A Multilevel Study Using TIMSS Data

• In Event: Moscone Center North Roundtable Session 2
  In Roundtable Session: Exploring the Ways in Which Principals Affect Student Learning

Abstract

In this study we used United States sample of 2015 Trends in International Mathematics and Science Study (TIMSS) data to examine the influence of school background and process variables on narrowing the science achievement gaps between White and Minority students. We found that school academic emphasis was associated with not only higher school-level science achievement, but also narrowing the achievement gap between White and Minority students. However, we also found that teacher collaboration is not associated with school-level science achievement but was associated with a larger gap between student White and Minority students. The implications and limitations were discussed.

Authors

• Huang Wu, University of Missouri - Kansas City

• Jianping Shen, Western Michigan University

• Jessaca K. Spybrook, Western Michigan University