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Socioeconomic Status and Beyond: A Multilevel Analysis of TIMSS Mathematics Achievement Given Student and School Context in Turkey

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Title: Socioeconomic Status and Beyond: A Multilevel Analysis of TIMSS Mathematics Achievement Given Student and School Context in Turkey
Language: English
Authors: Ersan, Ozge (ORCID 0000-0003-0196-5472), Rodriguez, Michael C.
Source: Large-scale Assessments in Education. 2020 8.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 32
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 4
Intermediate Grades
Early Childhood Education
Preschool Education
Descriptors: Socioeconomic Status, Student Characteristics, Institutional Characteristics, Mathematics Achievement, Achievement Gap, Predictor Variables, Grade 4, Elementary School Students, Emergent Literacy, Numeracy, Preschool Education, Student Motivation, Learner Engagement, School Readiness, Foreign Countries, Achievement Tests, Mathematics Tests, International Assessment
Geographic Terms: Turkey
Assessment and Survey Identifiers: Trends in International Mathematics and Science Study
DOI: 10.1186/s40536-020-00093-y
ISSN: 2196-0739
Abstract: Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students' learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools' mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1277199
Database: ERIC
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  Data: Socioeconomic status (SES) is considered a major predictor of student and school achievement. In most cases, SES is not malleable or available for manipulation to improve students' learning and achievement. Therefore, we explored other student and school-related factors that may be malleable to reduce achievement differences between students and schools in Turkey. We used the TIMSS 2015 fourth-grade mathematics data and analyzed it using hierarchical linear modeling. We found that SES at both student and school levels is a dominant factor related to mathematics achievement and a much stronger predictor at the school level. Early literacy and numeracy activities, preschool education, intrinsic motivation, and engagement in instruction were found to be significantly and positively associated with higher achievement within schools. Similarly, among the school-level variables, we found significant and positive associations between schools' mathematics scores and instruction quality and school readiness, in the presence of SES. We recommend that preschool education and early literacy and numeracy activities at home should be promoted. Additionally, although the findings of this study indicate possible SES-based school segregation; parents, teachers, and school leaders, as well as students, should work toward a more positive school climate to reduce achievement disparities due to SES.
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