Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance

Creator

Keith Zvoch
Joseph J. Stevens

Files

Publisher

Arizona State University, University of South Florida

Publication Date

January 2006

Abstract

Mathematics achievement data from three longitudinally matched student cohorts were analyzed with multilevel growth models to investigate the viability of using status and growth-based indices of student achievement to examine the multi-year performance of schools. Elementary schools in a large southwestern school district were evaluated in terms of the mean achievement status and growth of students across cohorts as well as changes in the achievement status and growth of students between student cohorts. Results indicated that the cross and between-cohort performance of schools differed depending on whether the mean achievement status or growth of students was considered. Results also indicated that the cross-cohort indicators of school performance were more reliably estimated than their between-cohort counterparts.

Keywords

United States. No Child Left Behind Act of 2001, Accountability

Extent

25

Volume

14

Issue

2

Language

English; Spanish

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Zvoch, K., & Stevens, J. J. (2006). Successive student cohorts and longitudinal growth models: An investigation of elementary school mathematics performance. Education Policy Analysis Archives, 14(2). Retrieved [date] from http://epaa.asu.edu/epaa/v14n2/.

Identifier

E11-00475

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Zvoch, Keith and Stevens, Joseph J., "Successive Student Cohorts and Longitudinal Growth Models: An Investigation of Elementary School Mathematics Performance" (2006). Education Policy Analysis Archives (EPAA). 189.
https://digitalcommons.usf.edu/usf_EPAA/189