Achieving Equity and Excellence: A Multilevel Modeling of the Relationship Between Self-Efficacy and Mathematics Achievement With NAEP 2019

• In Event: Large-Scale Differences in Student Achievement and Attitudes in Mathematics

Abstract

This study examined the effects of mathematics efficacy in grade 4 mathematics achievement (including achievement gaps) using grade 4 mathematics datasets from the National Assessment of Educational Progress (NAEP) of 2019. Two-level cross sectional hierarchical linear models were developed to partition variability in student mathematics achievement into within- and between-school components after student- and school-level demographic variables were considered. The results showed that there was a significant variation in math achievement across U.S. schools. It also showed that the unique and substantial effects of students’ self-efficacy on mathematics education varied by gender, race/ethnicity, English language learner status, and other demographic variables. How to achieve equity and improve all students’ mathematics achievement were discussed.

Author

• Yao Yang, Yale University
  Presenting Author