Modelling Student Progress in Studies of Educational Effectiveness.

Hill, Peter W.; Rowe, Kenneth J.

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Peer reviewed

ERIC Number: EJ573499

Record Type: Journal

Publication Date: 1998

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0924-3453

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Modelling Student Progress in Studies of Educational Effectiveness.

Hill, Peter W.; Rowe, Kenneth J.

School Effectiveness and School Improvement, v9 n3 p310-33 Sep 1998

Summarizes results of a longitudinal study fitting multilevel models to three waves of data on literacy progress for three cohorts of Australian elementary students. Provides estimates of prior achievement and social background influences on student progress and examines effects of grouping practices and other classroom variables. Attentiveness strongly predicted student progress. (84 references) (MLH)

Descriptors: Academic Achievement, Classroom Environment, Elementary Education, Foreign Countries, Grouping (Instructional Purposes), Literacy Education, Longitudinal Studies, Mathematical Models, School Effectiveness, Social Influences

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Australia

Grant or Contract Numbers: N/A

Author Affiliations: N/A