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ERIC Number: EJ852306
Record Type: Journal
Publication Date: 2004-May-31
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1068-2341
The Influence of School Policy and Practice on Mathematics Achievement during Transitional Periods
Holt, Janet K.; Campbell, Cynthia
Education Policy Analysis Archives, v12 n23 May 2004
In this study, the effects of school policies and practices on math achievement growth, as students transitioned from middle to high school, were examined while controlling for school contextual variables. A pattern of accelerated growth in mathematics achievement from grades 8 to 12 occurred, in which higher achieving students in mathematics at grade eight accelerated more than lower achieving students in mathematics growth during the transition from middle to high school. Controlling for school context, school policy promoting parent involvement and academic counseling had significant positive impacts on the acceleration in growth during this period. The implications of using multilevel growth models to study growth during transition periods are discussed. (Contains 3 tables.)
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A