Mathematics and Science Achievement in Texas Urban Schools: A Multilevel Multinomial Logistic Regression Analysis

• In Event: Advancing Academic Achievement and Teacher Experience in Urban Schools

Abstract

This study investigates the mathematics and science achievement of students in Texas urban schools such as Houston ISD. Often, socio-cultural factors are overlooked in discussions about student performance in these settings. We employ a multilevel analysis within the conceptual framework of the opportunity gap to address this issue. Utilizing a multilevel multinomial logistic regression analyses of science and mathematics achievement using Algebra 1 and Biology EOC scores, we examine the variance in student performance related to color blindness, cultural conflicts, the myth of meritocracy, low expectations/deficit mindset, and context-neutral mindsets. Our findings reveal there is statistically significant variance in academic achievement that can be attributed to these factors, providing insights that can inform more equitable educational practices and policies.

Authors

• Miriam M. Sanders, University of Wyoming

• Micayla Gooden, Texas A&M University

• Syahrul Amin, Texas A&M University