Education Policy Analysis Archives (EPAA)
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Publisher
Arizona State University, University of South Florida
Publication Date
June 2006
Abstract
The purpose of this article is two-fold. First, it reports on a study of the distribution of reform-oriented instructional practices among Black, white and Hispanic students, and the relationship between those practices and student achievement. The study identified many similarities in instruction across student groups, but there were some differences, such as Black and Hispanic students being assessed with multiple-choice tests significantly more often than were white students. Using hierarchical linear modeling, this study identified several significant positive - and no negative - relationships between reform-oriented practices and 4th-grade student achievement. Specifically, teacher emphasis on non-number mathematics strands, collaborative problem solving, and teacher knowledge of the NCTM Standards were positive predictors of achievement. An analysis of interaction effects indicated that the relationships between various instructional practices and achievement were roughly similar for white, Black and Hispanic students.
Keywords
Educational equalization, National Assessment of Educational Progress (Project), Mathematics--Study and teaching
Extent
33
Volume
14
Issue
14
Language
English; Spanish
Media Type
Journals (Periodicals)
Format
Digital Only
Note
Citation: Lubienski, S. T. (2006). Examining instruction, achievement, and equity with NAEP mathematics data. Education Policy Analysis Archives, 14(14). Retrieved [date] from http://epaa.asu.edu/epaa/v14n14/.
Identifier
E11-00487
Creative Commons
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Recommended Citation
Lubienski, Sara Theule, "Examining Instruction, Achievement, and Equity with NAEP Mathematics Data" (2006). Education Policy Analysis Archives (EPAA). 201.
https://digitalcommons.usf.edu/usf_EPAA/201
