NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1071745
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0022-0671
Influence of Socioeconomic Disadvantages on Mathematics Achievement: A Multilevel Cohort Analysis
Singh, Malkeet
Journal of Educational Research, v108 n5 p347-357 2015
Closing the achievement gap in public education is a worthy goal that has been included as a top priority in the No Child Left Behind Act of 2001 (2002). This study analyzed the most salient predictors at the student and school levels to identify their long-term impact on mathematics achievement from the elementary grades to high school. The findings suggest that of all the individual factors Grade 3 mathematics achievement was the most crucial predictor for future mathematics achievement. Economic disadvantage at the student and school level has a negative impact on achievement. Furthermore, individual characteristics have approximately four times the predictive power of school-level characteristics. Implications of the findings are discussed with respect to educational policies.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001