| Katerina Bodovski
Pennsylvania State University
Instruction, behavior, and mathematics learning in elementary school
FINAL REPORT:
This study uses the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K) data to examine the effect of time on math instruction, class engagement and student individual engagement on mathematics achievement in elementary school, specifically in kindergarten, first and third grade. This study examines whether children from different socio-economic or race/ethnic background receive different amount of math instruction. I also tested whether the amount of instruction differs between private and public schools. Hierarchical Linear Modeling is used to analyze two level models - students nested within classes. The findings show that average school SES does not predict the amount of math instruction the students are exposed to. In the classrooms with higher percentage of minorities, students spend more time on math related materials. Catholic and other private schools expose their students to less instruction than do public schools. Consistent with the previous literature, higher SES schools have higher class engagement; higher percentage of Black students in class is associated with lower class engagement. The amount of math instruction is positively associated with achievement in kindergarten, first and third grade for all students. This study also provides some evidence that Black students in particular benefit from having more instructional time. In all three years in the classrooms where teachers report better class engagement of their students as a group, students have higher math achievement. Net of other variables, including prior achievement, individual student engagement has a strong positive effect on end-of -year mathematics achievement.
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