Do NCTM Reform Practices Matter? Predicting Precollege Student Mathematics Achievement Using NAEP 2000 Data

• Activity Number: 277
• Type: Contributed
• Date/Time: Tuesday, August 10, 2004 : 2:00 PM to 3:50 PM
• Sponsor: Social Statistics Section
• Author(s): Mack C. Shelley, II*+ and Sarah T. Lubienski
• Companies: Iowa State University and Iowa State University
• Keywords: mathematics education ; NAEP data ; HLM models ; socioeconomic status ; gender ; race

Abstract

Two-level hierarchical linear models are used to estimate the impact of National Council of Teachers of Mathematics reform instructional practices for students nested within schools, for five student mathematics achievement strands (number/operations, geometry, measurement, data analysis, and algebra/functions), controlling for socioeconomic status (SES), race, and gender at both levels, using National Assessment of Educational Progress data adjusted for "plausible values" through model-based imputation and item response theory. Initial level 1 results show that higher student SES leads to higher mean math achievement scores, White and Asian/Pacific Islander students on average have higher mean math achievement scores than other students, and female students have lower mean math achievement scores than male students. At level 2, math achievement is enhanced by higher school SES; the effect of school race is more ambiguous. No reform teaching activity is significant. This study can help policymakers and educators create equitable classrooms, which ultimately will enhance life chances for minority, low-SES, and female students entering higher education and employment.