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http://dx.doi.org/10.7858/eamj.2017.026

A Multilevel Study of Collective Responsibility: Its Effect on Student's Mathematics Achievement  

Kim, Yeon (Silla University)
Publication Information
East Asian mathematical journal / v.33, no.4, 2017 , pp. 333-351 More about this Journal
Abstract
Schools are expected to ultimately moderate the difference of inequality issues among social groups and reduce the achievement gaps. This study investigates this expectation, in particular, how students' mathematics achievements are influenced by their parents' education at the individual level and by collective responsibility for teaching at the school level as well as the interaction of the two. Using a two-level hierarchical linear model, this study indicates that a school collective responsibility has a larger positive effect on students' mathematics achievement when their parents' education level is high. This means that school's collective responsibility accelerates inequity in students' mathematics achievement. Knowing that collective responsibility has less of an effect on students whose parents' education is not high, researchers, schools, and school districts should continue to search for school effects that have more of a positive impact on the relationship between mathematics achievement for students whose parents' education is not high in order to have more equitable results for all students.
Keywords
Collective responsibility; mathematics achievement; educational equity; hierarchical linear model; multilevel study;
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