W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz
{"title":"考察选定因素对艾伯塔省学习成就测试成绩的影响","authors":"W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz","doi":"10.2307/20054193","DOIUrl":null,"url":null,"abstract":"In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. Mots cles : efficacite de l ʹ ecole, regression hierarchique multiple, tests communs.","PeriodicalId":40063,"journal":{"name":"Canadian Journal of Education","volume":"29 1","pages":"731-756"},"PeriodicalIF":0.0000,"publicationDate":"2006-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/20054193","citationCount":"18","resultStr":"{\"title\":\"EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS\",\"authors\":\"W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz\",\"doi\":\"10.2307/20054193\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. 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EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS
In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. Mots cles : efficacite de l ʹ ecole, regression hierarchique multiple, tests communs.
期刊介绍:
The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.