RETA: Development of Longitudinal Models Linking Student Mathematics Achievement to Instruction Content

该项目旨在开发和评估纵向模式，以研究学生在学校环境中学习什么和如何学习。 它以数学为重点，利用了现有的促进数学/科学教育（PROM/SE）项目的严格成果收集的独特数据集。 这项综合性NSF/数学和科学伙伴关系（MSP）的工作涉及密歇根州和俄亥俄州50多个地区的30多万名3至12年级学生和约4 000名教师，收集了2004-2008年过去4年的数据。 它包括在不同时间点对（a）学生对多个内容主题的知识和（B）学生学习这些主题的机会进行多年级课程测量。 学生样本反映了国家的人口统计和社会经济因素。纵向模型将涉及三个重要的问题：暴露于重要的数学内容的学生经历随着时间的推移，（ii）随着时间的推移，在学生的数学知识的变化，在特定的课程敏感内容领域，以及iii）如何这两个变化之间的关系。 这使研究人员能够开发统计模型，并对三种不同的纵向设计进行评估：i）一种是在单个时间点进行多级测量的合成队列; ii）第二种是在多个时间点进行重复测量的真实等级队列; iii）涉及多个时间点重复测量的个体纵向模型。纵向模式包括三个重要的教育问题：i）学生学习机会（OTL）课程内容，即，学生随着时间的推移所经历的接触，ii）随着时间的推移，学生在特定内容领域的成绩变化，以及iii）OTL和成绩之间的关系。 将探讨与为每一种统计模式建立的统计模式的匹配程度，并对结果和结论进行比较和对比，从而得出政策影响。研究结果有望为提高学生成绩的国家模式提供信息。

The project is to develop and evaluate longitudinal models that examine what and how students learn in the school setting. With a focus on mathematics, it draws on a unique data set gathered by the existing Promoting Rigorous Outcomes in Mathematics/Science Education (PROM/SE) project. This Comprehensive NSF/Math and Science Partnership (MSP) effort involving over 300,000 students in grades 3 through 12 and approximately 4,000 teachers in over 50 districts from the states of Michigan and Ohio collected data over the past 4 years, 2004-2008. It consists of multi-grade curriculum measurements at different time points of (a) student knowledge in multiple content topics and of (b) student's opportunity to learn those topics. The sample of students mirrors that of the nation both in demographics and socio-economic factors. The longitudinal models will involve three important issues: the exposure to important mathematics content students experience over time, (ii) the change in student mathematics knowledge in specific curricular sensitive content areas over time, and iii) how the relationship between these two changes. This enables researchers to develop statistical models and evaluate them for three different longitudinal designs: i) one for synthetic cohorts involving multi-grade measurements at a single time point; ii) a second for true grade cohorts with repeated measurements at multiple time points; and iii) an individual longitudinal model involving repeated measurements at multiple time points. The longitudinal models incorporate three important educational issues : i) students opportunity to learn (OTL) curriculum content, i.e., the exposure students experience over time, ii) the change in student achievement in specific content areas over time, and iii) the relationship between OTL and achievement. The fit with the statistical models developed for each is to be explored, and compared and contrasted for results and conclusions that lead to policy implications. The results promise to inform a national model for the improvement of student achievement.