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ERIC Number: EJ925501
Record Type: Journal
Publication Date: 2011-May
Pages: 29
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0195-6744
Content Coverage Differences across Districts/States: A Persisting Challenge for U.S. Education Policy
Schmidt, William H.; Cogan, Leland S.; Houang, Richard T.; McKnight, Curtis C.
American Journal of Education, v117 n3 p399-427 May 2011
This article utilizes the 1999 TIMSS-R data from U.S. states and districts to explore the consequences of variation in opportunities to learn specific mathematics content. Analyses explore the relationship between classroom mathematics content coverage and student achievement as measured by the TIMSS-R international mathematics scaled score. District/state-level socioeconomic status indicators demonstrated significant relationships with the dependent variable, mathematics achievement, and the classroom-level measure of content coverage. A three-level hierarchical linear model demonstrated a significant effect of classroom content coverage on achievement while controlling for student background at the student level and SES at all three levels documenting significant differences in mathematics learning opportunities as a function of the U.S. education system structure. (Contains 5 figures, 5 tables, and 6 notes.)
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
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study