ERIC Number: EJ1180333
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Examining the Relationships among Mathematics Coaches and Specialists, Student Achievement, and Disability Status: A Multilevel Analysis Using National Assessment of Educational Progress Data
Harbour, Kristin E.; Adelson, Jill L.; Pittard, Caroline M.; Karp, Karen S.
Elementary School Journal, v118 n4 p654-679 Jun 2018
Using restricted-use data from the 2011 National Assessment of Educational Progress mathematics assessment, the current study examined the relationship between the presence of elementary mathematics coaches and specialists (MCSs) and the mathematics achievement of more than 190,000 fourth-grade students in more than 7,400 schools nationwide. In addition, the study explored how that relationship differed for students with and without identified disabilities, a vital concern with the continued focus of equity in mathematics education. Hierarchical linear modeling, with adjustments for composite covariates and controls as well as sampling weights, was used to examine each research question. Results showed promise for the use of full-time elementary MCSs to support students' overall and specific content-area mathematics achievement. This positive relationship did not hold true for the use of part-time MCSs, nor was a differential effect found based on students' disability status.
Descriptors: Correlation, Mathematics Instruction, Academic Achievement, National Competency Tests, Mathematics Tests, Coaching (Performance), Elementary School Mathematics, Mathematics Achievement, Grade 4, Elementary School Students, Disabilities, Hierarchical Linear Modeling, Specialists, Elementary School Teachers, Mathematics Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A