Abstract
Our purpose in this article was to provide researchers using NCES datasets to analyze secondary students’ mathematics achievement in urban schools with methodological considerations and analytical suggestions. We are hopeful that researchers interested in students’ mathematics achievement in urban schools will consider accessing and using NCES studies to deepen our collective understanding beyond IES summary statistics featured in reports such as NAEP and TIMMS and tables from The Condition of Education. We believe that studies of large-scale data that are attentive to the methodological considerations of complex sampling, data clustering and causal inference, will contribute nuanced perspectives of promising policy and practice directions for improving disparities in urban secondary school students’ inequitable mathematics achievement outcomes.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
