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ERIC Number: EJ1027837
Record Type: Journal
Publication Date: 2014-May
Pages: 25
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0195-6744
Behavioral Engagement in Learning and Math Achievement over Kindergarten: A Contextual Analysis
Robinson, Keith; Mueller, Anna S.
American Journal of Education, v120 n3 p325-349 May 2014
Using nationally representative data on 12,462 kindergarten children, this report examines the link between behavioral engagement and math achievement growth during kindergarten. Multilevel models show that students with higher individual engagement tend to experience larger math achievement growth over kindergarten, that classroom engagement makes a difference in how much achievement growth students experience over kindergarten, and that students with higher individual engagement benefit more from being in highly-engaged classrooms than children with lower individual engagement. Students with higher math test scores at kindergarten entry also benefit more from highly-engaged classrooms than children with lower prior math scores. Results from this study provide new evidence that behavioral engagement affects students' achievement growth on multiple levels, with the individual, the classroom environment, and the interaction of the individual and classroom environment all relating to math outcomes. Evidence reported from this study is central to reducing educational inequalities.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu/ucp/journals/journal/aje.html
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A