Assessing Mathematical Achievement Using the ECLS-K Data: Does Rural Status Matter?

• Activity Number: 162
• Type: Topic Contributed
• Date/Time: Monday, August 2, 2010 : 10:30 AM to 12:20 PM
• Sponsor: Social Statistics Section
• Author(s): Laura A. Hildreth*+
• Companies: Iowa State University
• Keywords: education statistics ; ECLS-K data ; latent growth curve analysis ; rural education ; mathematics achievement

Abstract

Research on mathematics achievement between rural and nonrural students is inconsistent due to the use of regional and local data sets and differing definitions of rural. This paper estimates rural-nonrural differences in mathematics achievement over time using a nationally representative data set, the Early Childhood Longitudinal Study-Kindergarten Cohort. Results from latent growth curve analysis indicate that rural and urban students have significantly lower initial levels of achievement and growth over time than suburban students with the gap narrowing slightly. The effect of rurality is mediated by socioeconomic status with the effect of living in a rural area remaining small but significant. There is no evidence of a moderating effect of socioeconomic status on growth by location but there is evidence to suggest a moderating effect of gender by location.