Exploring differential effects of mathematics courses on mathematics achievement

Canadian Journal of Education

Volumn 28, Issue 4, 2005, Pages 827-852

  Ma, Xin ^a   McIntyre, Laureen J ^a  

^a NONE

Author keywords

Alberta education; Mathematics achievement; Mathematics courses; Multilevel modeling

Indexed keywords

EID: 33645350381     PISSN: 03802361     EISSN: 03802361     Source Type: Journal    
DOI: 10.2307/4126457     Document Type: Article

References (29)

1. Alberta Learning. (2002a). Applied mathematics 10-20-30. Edmonton, AB: The Author.
2. Alberta Learning. (2002b). Pure mathematics 10-20-30. Edmonton, AB: The Author.
3. Bosher, R. J., & Witziens, B. (1996 April). The magnitude of school effects or does it really matter which school a student attends? Paper presented at the annual meeting of the American Educational Research Association, New York.
4. Canadian Test Centre. (1992). Canadian Achievement Tests (2nd ed.). Markham, ON: The Author.
5. Crane, J. (1996). Effects of home environment, SES, and maternal test scores on mathematics achievement. Journal of Educational Research, 89(5), 305-314.
6. Gamoran, A. (1987). The stratification of high school learning opportunities. Sociology of Education, 60(3), 135-155.
7. Gamoran, A., Porter, A. C., Smithson, J., & White, P. A. (1997). Upgrading high school mathematics instruction: Improving learning opportunities for low-achieving, low-income youth. Educational Evaluation and Policy Analysis, 19, 325-338.
8. Hiebert, J., Gallimore, R., Gamier, H., Givvin, K. B., Hollingsworth, H., Jacobs, J., Chui, A. M., Wearne, D., Smith, M., Kersting, N., Manaster, A., Tseng, E., Etterbeek, W., Manaster, C., Gonzales, P., & Stigler, J. W. (2003). Understanding and improving mathematics teaching: Highlights from the TIMSS1999 video study. Phi Delta Kappan, 84, 768-775.
9. Hoffer, T. B. (1997). High school graduation requirements: Effects on dropping out and student achievement. Teachers College Record, 98(4), 584-607.
10. Jones, L. V. (1987). The influence on mathematics test scores, by ethnicity and sex, of prior achievement and high school mathematics courses. Journal for Research in Mathematics Education, 18, 180-186.
11. Kreft, I., & De Leeuw, J. (1998). Introducing multilevel modeling. London, UK: Sage.
12. Lee, V. E. (2000). Using hierarchical linear modeling to study social contexts: The case of school effects. Educational Psychology, 35, 125-141.
13. Lee, V. E., Croninger, R. G., & Smith, J. B. (1997). Course-taking, equity, and mathematics learning: Testing the constrained curriculum hypothesis in U.S. secondary schools. Educational Evaluation and Policy Analysis, 19, 99-121.
14. Luyten, H. (1994). School size effects on achievement in secondary education evidence from the Netherlands, Sweden and the USA. School Effectiveness and School Improvement, 5(1), 75-99.
15. Ma, X. (1999). Dropping out of advanced mathematics: The effects of parental involvement. Teachers College Record, 101, 60-81.
16. Ma, X. (2000). A longitudinal assessment of antecedent course work in mathematics and subsequent mathematical attainment. Journal of Educational Research, 94, 16-28.
17. Ma, X., & Klinger, D. A. (2000). Hierarchical linear modelling of student and school effects on academic achievement. Canadian Journal of Education, 25, 41-55.
18. Mosteller, F., & Tukey, J. W. (1977). Data analysis and regression. Reading, MA: Addison-Wesley.
19. Randhawa, B. S. (1991). Gender differences in academic achievement: A closer look at mathematics. Alberta Journal of Educational Research, 37, 241-257.
20. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models (2nd ed.). Thousand Oaks, CA: Sage.
21. Reyes, P., & Fuller, E. J. (1995). The effects of selected elements of communal schools on middle and high school mathematics achievement. Washington, DC: Office of Educational Research and Improvement.
22. Rogers, T., W., & Wilson, C. (1993). The influence of test-vriseness on performance of high school students on Alberta Education's Diploma Examinations (Tech. rep.). Edmonton, AB: Alberta Education.
23. Sebring, P. A. (1987). Consequences of differential amounts of high school coursework: Will the new graduation requirements help? Educational Evaluation and Policy Analysis, 9, 258-273.
24. Smith, J. B. (1996). Does an extra year make any difference? The impact of early access to algebra on long-term gains in mathematics attainment. Educational Evaluation and Policy Analysis, 18, 141-153.
25. Stribling, M. L. (1990). The influence of mathematics background and continuity of coursework on success in college calculus. Unpublilshed doctoral dissertation, University of Kentucky. Dissertation Abstracts International, 51, 1137A.
26. Teddlie, C., & Reynolds, D. (Eds.). (2000). The international handbook of school effectiveness research. London, UK: Falmer.
27. Thacker, J. L. (2000). Raising student test scores through comprehensive school improvement. Spectrum, 18(5), 25-29.
28. Wang, J., & Goldschmidt, P. (1999). Opportunity to learn, language proficiency, and immigrant status effects on mathematics achievement. Journal of Educational Research, 93, 101-110.
29. Zigarelli, M. A. (1996). An empirical test of conclusions from effective schools research. Journal of Educational Research, 90(2), 103-110.