Examining School and District Effects on Algebra Performance in Middle School

• In Event: AERA Roundtable Session 13
  In Roundtable Session: Studying Effects on Students' Mathematics Aspirations and Course-Taking

Abstract

This study explores the importance of schools and districts in math achievement using interim assessment data from four cohorts of middle school learners in a large Midwestern state. Through a series of three-level hierarchical linear models (HLMs), we estimated school-level and district-level effects on eighth-grade algebra performance. After accounting for differences in students’ background characteristics and entering math scores in sixth grade, our findings indicate that school effects on students’ algebra outcomes persist, while district effects do not. The remaining proportion of variation in eighth-grade algebra performance is mostly attributed to variation between schools rather than variation between districts. Our study motivates future research for estimating causal effects of school mathematics policies and practices on algebra outcomes in middle school.

Authors

• Mia Almeda, Education Development Center, Inc.

• Megan Silander, Education Development Center, Inc.

• Makoto Hanita, Education Development Center, Inc.

• Joshua D. Cox, Education Development Center, Inc.