MLM Analysis of an Intervention on Students' NWEA Mathematics and Reading Scores

• In Event: Research on Gifted Performance and Gifted Programs

Abstract

Ethnicity- and socio-economic status-based achievement gaps have been revealed and described often in empirical studies (e.g., APA 2012; Peters & Engerrand, 2016; Pereira & Gentry, 2013; Reardon, Robinson, & Weathers, 2015; Quintana & Mahgoub, 2016). Researchers too have developed various intervention to address these issues. In this study, we examine to what extent is the variation in the students’ achievement (NWEA scores) over three years moderated by TSCG intervention and students’ ethnicity and FARM status? From the longitudinal analysis results, we found that over the period of three years, students from different ethnicity groups have no significant difference in their NWEA scores. However, students who are from low-income families continue to have a lower mathematics growth rate over time.

Authors

• Juliana Tay, Purdue University

• Hyeseong Lee, Lewis University

• Mehdi Ghahremani, Mississippi State University

• Yukiko Maeda, Purdue University

• Marcia L. Gentry, Purdue University