Hierarchical Linear Modelling of Student and School Effects on Academic Achievement

By Xin Ma, D. Klinger. 2000

290 citations recorded by the source corpus.

Hierarchical linear modelling (HLM) and data from the New Brunswick School Climate Study were used to examine student background, school context, and school climate effects on Grade 6 student achievement in mathematics, science, reading, and writing. Gender, socioeconomic status (SES), and Native ethnicity were significant predictors of academic achievement. Schools showed the smallest variation in reading, the largest in mathematics. School mean SES was significant in mathematics, reading, and writing achievement, as was disciplinary climate in mathematics, science, and writing. School size and parental involvement significantly affected only the relationship between mathematics achievement and individual SES. La modelisation lineaire hierarchique et les donnees provenant d'une etude portant sur le climat scolaire au Nouveau-Brunswick (New Brunswick School Climate Study) furent utilisees pour analyser les acquis des 6lves, le contexte scolaire et les effets du climat scolaire sur le rendement d'eleves de 6e ann6e en math6matique, en sciences, en lecture et en c Educational Testing Service, 1999) gives new importance to investigating factors that contribute to student learning. Because education systems have a hierarchical structure (students nested within schools), researchers must examine both student and school characteristics (Bryk & Raudenbush, 1992). Student

Subfields: Education

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Citations in the corpus

Testing a Conception of How School Leadership Influences Student Learning (2010, methodology): “Whereas previous evidence can be used to justify these choices (Dumay, 2009; Ma & Klinger, 2000), our selection was determined by the evidence available to us about Family Path variables.”
Social Risk and Protective Child, Parenting, and Child Care Factors in Early Elementary School Years (2006, background): “Schools in which proportionately fewer children were from low-income families appeared to buffer children from the negative impact of exposure to multiple risk factors (Caldas & Bankston, 2001; Klinger, 2000).”
Revisiting the whole-school approach to bullying: Really looking at the whole school (2012, methodology): “This measure was adapted from Mallet and Vrignaud (2000) and validated in a study of over 1,000 French 15-year-old students (Mallet, 2002).”
Relationships Among Adolescents' Perceptions of Friends' Behaviors, Academic Self-Concept, and Math Performance (2012, methodology): “Students’ individual differences often affect their academic performance (Gamoran, 1996; Ma & Klinger, 2000; Sander, 1996; Sirin, 2005; Stevenson, Chen, & Uttal, 1990; White, 1982).”
How does school climate impact academic achievement? An examination of social identity processes (2017, methodology): “…has been observed in the literature (Hinnant, O’Brien, & Ghazarian, 2009; Marsh, Trautwein, Lüdtke, Köller, & Baumert, 2005) with specific effects of predictors (e.g., gender, school socioeconomic status) on different subject domains such as science, language, and math (e.g., Ma & Klinger, 2000).”
Direction-setting school leadership practices: a meta-analytical review of evidence about their influence (2015, background): “Its effects were over and above the effects of student variables including student SES, as reported in several largescale studies in both the US and Canada (Ma & Crocker, 2007; Ma & Klinger, 2000; Willms & Ma, 2004).”
A Multilevel Modelling Approach to Investigating Factors Impacting Science Achievement for Secondary School Students: PISA Hong Kong Sample (2012, methodology): “This null model was similar to a random-effect ANOVA model, providing the information of the variances within and between schools for science achievement measures (Ma & Klinger, 2000).”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Several studies recognized the importance of parental school involvement and measured it based on other school members’ reports (Hughes & Kwok, 2007; Ma & Klinger, 2000); yet only three studies measured parents’ climate reports (Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004; DiLalla,…”
The Theoretical and Empirical Basis of Teacher Leadership (2017, background): “…employed in establishing the link between overall school leadership and student learning (e.g., Leithwood et al., 2010; Leithwood & Jantzi, 2008; Ma & Klinger, 2000; Robinson et al., 2008) or by exploring methodologies more relevant and specifically tied to the explicit roles articulated for…”
The Influence of Socioeconomic Status, Self-Efficacy, and Anxiety on Mathematics Achievement in England, Greece, Hong Kong, the Netherlands, Turkey, and the USA (2015, background): “…one of the strongest predictors of academic achievement (Caldas & Bankston, 1997; Papanastasiou, 2000; Sirin, 2005) in not only international large-scale assessments (Chiu, Chow, & Mcbridge-Chang, 2007; Chiu & Xihua, 2008), but also school level assessments (Engin-Demir, 2009; Ma & Klinger, 2000).”