The Influence of School Policy and Practice on Mathematics Achievement During Transitional Periods

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Abstract

In this study, the effects of school policies and practices on math achievement growth, as students transitioned from middle to high school, were examined while controlling for school contextual variables. A pattern of accelerated growth in mathematics achievement from grades 8 to 12 occurred, in which higher achieving students in mathematics at grade eight accelerated more than lower achieving students in mathematics growth during the transition from middle to high school. Controlling for school context, school policy promoting parent involvement and academic counseling had significant positive impacts on the acceleration in growth during this period. The implications of using multilevel growth models to study growth during transition periods are discussed.

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How to Cite
Holt, J. K. ., & Campbell, C. (2004). The Influence of School Policy and Practice on Mathematics Achievement During Transitional Periods. Education Policy Analysis Archives, 12, 23. https://doi.org/10.14507/epaa.v12n23.2004
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Author Biographies

Janet K. Holt, Northern Illinois University

Janet K. Holtis an Associate Professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University. She teaches statistics and research methods and her research interests include statistical modeling methods for measuring growth during critical transitions and factors related to success in math and science.

Cynthia Campbell, Northern Illinois University

Cynthia Campbell is an Assistant Professor in the Department of Educational Technology, Research and Assessment at Northern Illinois University. Her research interests include assessment in educational and counseling settings and standardized testing.