The development of science achievement in middle and high school. Individual differences and school effects.
Using data from the Longitudinal Study of American Youth (LSAY), hierarchical linear models (HLMs) were used to model the growth of student science achievement in three areas (biology, physical science, and environmental science) during middle and high school. Results showed significant growth in science achievement across all areas. The growth was quadratic across all areas, with rapid growth at the beginning grades of middle school but slow growth at the ending grades of high school. At the student level, socioeconomic status (SES) and age were related to the rate of growth in all areas. There were no gender differences in the rate of growth in any of the three areas. At the school level, variables associated with school context (school mean SES and school size) and variables associated with school climate (principal leadership, academic expectation, and teacher autonomy) were related to the growth in science achievement. Initial (Grade 7) status in science achievement was not associated with the rate of growth in science achievement among either students or schools in any of the three areas.
Ma
Xin
X
Canadian Centre for Advanced Studies of National Databases, University of Alberta.
Wilkins
Jesse L M
JL
D000293:Adolescent; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data; D004522:Educational Status; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D012574:Schools / Q000706:statistics & numerical data; D012586:Science / Q000193:education*; D012737:Sex Factors; D012959:Socioeconomic Factors; D013663:Teaching / Q000706:statistics & numerical data; D014481:United States