Incorporating student mobility in studying academic growth in math: comparing several alternative multilevel formulations

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-04-17 DOI:10.1080/09243453.2022.2060265

R. Heck, Tingting Reid, G. Leckie

{"title":"Incorporating student mobility in studying academic growth in math: comparing several alternative multilevel formulations","authors":"R. Heck, Tingting Reid, G. Leckie","doi":"10.1080/09243453.2022.2060265","DOIUrl":null,"url":null,"abstract":"ABSTRACT Increasing pupil mobility has led to widespread concern among parents, educators, and policymakers regarding its negative effects on academic performance. An important issue in examining mobility effects in longitudinal school achievement comparisons is providing accurate estimates. The presence of pupil mobility suggests that we should model pupils as belonging to the series of schools attended and not just their first or final school. We discuss several challenges in accounting for student mobility and, because of the presence of mobile pupils, how to represent the contribution of multiple schools attended on estimating academic growth properly. We then contrast several previous longitudinal multilevel models utilized with two cross-classified multiple membership (CCMM) models, which have been proposed to cumulate annual school effects on pupils’ academic growth better given the complexity of the multilevel data structure. We discuss our results in terms of their theoretical and practical implications for research on school academic improvement.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2022.2060265","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT Increasing pupil mobility has led to widespread concern among parents, educators, and policymakers regarding its negative effects on academic performance. An important issue in examining mobility effects in longitudinal school achievement comparisons is providing accurate estimates. The presence of pupil mobility suggests that we should model pupils as belonging to the series of schools attended and not just their first or final school. We discuss several challenges in accounting for student mobility and, because of the presence of mobile pupils, how to represent the contribution of multiple schools attended on estimating academic growth properly. We then contrast several previous longitudinal multilevel models utilized with two cross-classified multiple membership (CCMM) models, which have been proposed to cumulate annual school effects on pupils’ academic growth better given the complexity of the multilevel data structure. We discuss our results in terms of their theoretical and practical implications for research on school academic improvement.

查看原文本刊更多论文

结合学生流动性研究数学的学术成长:比较几种不同的多层次公式

学生流动性的增加引起了家长、教育工作者和政策制定者对其对学习成绩的负面影响的广泛关注。在纵向学校成绩比较中检验流动性影响的一个重要问题是提供准确的估计。学生流动性的存在表明，我们应该把学生作为他们所就读的一系列学校的一部分，而不仅仅是他们的第一所或最后一所学校。我们讨论了考虑学生流动性的几个挑战，以及由于流动学生的存在，如何正确地表示多所学校在估计学术增长方面的贡献。然后，我们将之前使用的几个纵向多层模型与两个交叉分类多隶属度(CCMM)模型进行了对比，考虑到多层数据结构的复杂性，CCMM模型被提出来更好地累积学校对学生学业成长的年度影响。我们从理论和实践的角度来讨论我们的研究结果对学校学业进步的影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform