A Classroom of One's Own: Heterogeneity in Girls' Mathematics Achievement Using Multilevel Modeling and TIMSS

• In Event: Sheraton Roundtable Session Nine
  In Roundtable Session: Constructing Equitable Access to Complex High School and College Pathways (Table 6)

Abstract

Using the 2015 TIMSS dataset, this study employs a three-level hierarchical linear model to investigate the impact of contextual indicators in explaining heterogeneity in global girls’ mathematics achievement. The focus is on girls as a standalone, independent population. This research seeks to understand at which level of society the most variability is found, as well as analyze the comparative effect sizes of various explanatory contextual predictors within the model. The patterns found at all three levels in this model more closely adhered to smaller, single cohort research focusing on gender differences, than to previous research using large-scale mixed gender datasets.

Authors

• ElizabethAnn Kelly, University at Albany - SUNY
  Presenting Author

• Mariola Moeyaert, University at Albany - SUNY
  Presenting Author

• Heidi L. Andrade, University at Albany - SUNY
  Presenting Author