The purpose of this study was to explore and analyze which fifth-grade teacher inputs were the most important predictors of future outcomes of eighth-grade math students. This quantitative study looked at mathematical achievement through the lens of an education production function. The three inputs that were analyzed were fifth-grade teachers’ background; perception of professional development; and instructional practices and the relationship of those practices to achievement in eighth-grade math. In order to find the relationship between the above variables and student achievement, descriptive statistics, multiple correlations, and multi-variable regression analysis were conducted to examine which predictors had a stronger relationship between eighth-grade math outcomes than others. Taken as a whole, fifth-grade teacher math inputs in this study seemed to explain a small part of the variance regarding eighth-grade math achievement. As a whole, the more frequently students wrote and spoke about math in fifth grade as well as used math tools effectively, the better the outcome in eighth grade.
|Commitee:||Bargagliotti, Anna, Gottfried, Michael|
|School:||Loyola Marymount University|
|School Location:||United States -- California|
|Source:||DAI-A 77/02(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational leadership|
|Keywords:||Education production function, Math education, Middle school math|
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