The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra
In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
Aggie STEM
2017-07-01
|
Series: | Journal of Urban Mathematics Education |
Subjects: | |
Online Access: | https://jume-ojs-tamu.tdl.org/jume/index.php/JUME/article/view/287 |
id |
doaj-33ae4482c9ac4591a27e362b348622cb |
---|---|
record_format |
Article |
spelling |
doaj-33ae4482c9ac4591a27e362b348622cb2020-11-25T02:17:48ZengAggie STEMJournal of Urban Mathematics Education2151-26122017-07-01101The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat AlgebraJessica Morales-Chicas0Charlotte Agger1California State University, Los Angeles in the Department of Child and Family StudiesIndiana University, Bloomington in the Kelley School of Business and affiliated faculty in the School of EducationIn this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra, (c) if the level of teacher collective responsibility of mathematics teachers in school predicted students' who repeated algebra final grade in algebra, and (d) if this association differed by students' gender. The authors' analysis suggests that repeating algebra may bolster mathematics success for certain students; however, in schools with low perceptions of collective responsibility among teachers, final grades in algebra were lower for male students repeating algebra. Implications for achievement and long-term course-taking patterns when students repeat algebra are discussedhttps://jume-ojs-tamu.tdl.org/jume/index.php/JUME/article/view/287algebracourse-taking patternsmathematics achievementmathematics policyteacher collective responsibility |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Jessica Morales-Chicas Charlotte Agger |
spellingShingle |
Jessica Morales-Chicas Charlotte Agger The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra Journal of Urban Mathematics Education algebra course-taking patterns mathematics achievement mathematics policy teacher collective responsibility |
author_facet |
Jessica Morales-Chicas Charlotte Agger |
author_sort |
Jessica Morales-Chicas |
title |
The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra |
title_short |
The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra |
title_full |
The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra |
title_fullStr |
The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra |
title_full_unstemmed |
The Effects of Teacher Collective Responsibility on the Mathematics Achievement of Students Who Repeat Algebra |
title_sort |
effects of teacher collective responsibility on the mathematics achievement of students who repeat algebra |
publisher |
Aggie STEM |
series |
Journal of Urban Mathematics Education |
issn |
2151-2612 |
publishDate |
2017-07-01 |
description |
In this article, the authors use the national High School Longitudinal Study of 2009 (HSLS:09) dataset to explore (a) if repeating algebra in the eighth grade was associated with overall mathematics grades and course-taking patterns by twelfth grade, (b) if repeating algebra in the eighth grade was associated with students' final grade in algebra, (c) if the level of teacher collective responsibility of mathematics teachers in school predicted students' who repeated algebra final grade in algebra, and (d) if this association differed by students' gender. The authors' analysis suggests that repeating algebra may bolster mathematics success for certain students; however, in schools with low perceptions of collective responsibility among teachers, final grades in algebra were lower for male students repeating algebra. Implications for achievement and long-term course-taking patterns when students repeat algebra are discussed |
topic |
algebra course-taking patterns mathematics achievement mathematics policy teacher collective responsibility |
url |
https://jume-ojs-tamu.tdl.org/jume/index.php/JUME/article/view/287 |
work_keys_str_mv |
AT jessicamoraleschicas theeffectsofteachercollectiveresponsibilityonthemathematicsachievementofstudentswhorepeatalgebra AT charlotteagger theeffectsofteachercollectiveresponsibilityonthemathematicsachievementofstudentswhorepeatalgebra AT jessicamoraleschicas effectsofteachercollectiveresponsibilityonthemathematicsachievementofstudentswhorepeatalgebra AT charlotteagger effectsofteachercollectiveresponsibilityonthemathematicsachievementofstudentswhorepeatalgebra |
_version_ |
1724885019374125056 |