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Student beliefs about mathematics show positive associations with achievement across age groups and mathematics domains, while increased use of instructional supports, such as parental help with homework and computers in mathematics classrooms, is linked to lower mathematics scores.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/student-and-school-correlates-of-mathematics-achievement-models-of-school-performance-based-on-pan-canadian-student-assessment/596447/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/student-and-school-correlates-of-mathematics-achievement-models-of-school-performance-based-on-pan-canadian-student-assessment/596447.png","ImageObject",300,407,{"name":42,"@type":43},"Alexandar","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What data source is used to study mathematics achievement?","Question",{"text":63,"@type":64},"The study uses pan-Canadian assessment program data from CMEC, specifically SAIP Mathematics 2001.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are student beliefs about mathematics related to achievement?",{"text":68,"@type":64},"Student beliefs about mathematics are positively related to mathematics achievement across both age groups and both mathematics domains.",{"name":70,"@type":61,"acceptedAnswer":71},"What association is reported between instructional supports and mathematics scores?",{"text":72,"@type":64},"As students’ use of instructional supports increases, mathematics scores show an associated decrease.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596447,1792427746,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","STUDENT AND SCHOOL CORRELATES OF MATHEMATICS ACHIEVEMENT: MODELS OF SCHOOL PERFORMANCE BASED ON PAN Ȭ CANADIAN STUDENT ASSESSMENT  \nJohn O. Anderson, W. Todd Rogers, Don A. Klinger, Charles Ungerleider, Victor Glickman, & Barry Anderson  \nThis study explored the relationships between student achievement and student, school and home variables from the panȬCanadian assessment program administered by the Council of Ministers of Education Canada (CMEC): the School Achievement Indicators Program (SAIP) Mathematics 2001. The study also evaluated the datasets used in relationship to their utility for statistical modeling of school performance. Student beliefs about mathematics are positively related to mathematics achievement for both age groups and for both domains of mathematics. As students’ use of instructional supports (parental assistance with mathematics homework, computers in the mathematics classroom) increases, there is an associated decrease in mathematics scores.  \nKey words: student achievement, school performance, multilevel modeling.  \nDans cet article, les auteurs explorent les relations entre le rendement scolaire et certaines caractéristiques des élèves, des écoles et de l’environnement familial à partir des données du programme d’évaluation pancanadien du Conseil des ministres delȇÉducation (Canada) (CMEC), le Programme d’indicateurs du rendement scolaire (PIRS) 2001 en mathématiques. L’étude évalue également les bases de données au regard de leur pertinence pour la modélisation statistique de la performance scolaire. Les auteurs notent une corrélation directe entre les idées que se font les élèves au sujet des mathématiques et le rendement en mathématiques tant pour les groupes d’âge que pour les domaines des mathématiques. Plus les élèves font appel à du soutienpédagogique (aide des parents pour les devoirs de mathématiques, ordinateurs dans les classes de mathématiques), plus les notes en mathématiques diminuent.  \nMots clés : rendement des élèves, performance scolaire, modélisation à multiples niveaux.  \nCANADIAN JOURNAL OF EDUCATION 29, 3 (2006): 706Ȭ730  \nStudents’ performance in public education is an important concern for several reasons, two of which centre on the large scale of expenditures of public funds on education and the beneficial effects education has on the well being of both individual students and society (Hanushek, 2002) . A key indicator of educational performance is the achievement of students on centrally administered tests of learning outcomes (Hattie, Jaeger & Bond; 1999; Keeves, 2002; Shore, Madaus & Clarke, 2000) . Testing student achievement at provincial, national, and international levels has become a common mandated practice throughout Canada. Implementations of largeȬscale assessment programs in Canadian schools are typically predicated on the assumption that they will influence the quality of education. For example, Ontario has established an independent testing organization to conduct provincial assessments with the express purpose “to promote greater accountability in Ontario’s publicly funded education system and to improve the quality of education” (Education Quality and Accountability Office, 2002, p. 1) . However, the ways in which testing and test results are related to systemȬlevel characteristics, such as educational quality, are not well understood. Factors in addition to curriculum and instruction, such as student characteristics on entry, teacher and school traits, and home and community characteristics, have been shown to be significantly related to student achievement scores. These relationships vary from one grade to another, one school to another, and one subject area to another (FitzȬ Gibbon, 1998; Ma, 2001; Mandeville & Anderson 1987; Rumberger, 1995) .  \nIn spite of the apparent complexities associated with schooling and learning outcomes, the communications emanating from largeȬscale assessment programs take the form of reporting school and provincial averages ","cbCaiinmDsagr0BK","https://ap.wps.com/l/cbCaiinmDsagr0BK","pdf",196538,25,"English","# Background and purpose\n## Data source and study scope\n# Key findings and implications\n## Student beliefs and achievement\n## Instructional supports and test outcomes\n# Educational performance and large-scale testing\n## Mandated assessment practices in Canada\n## Contextual factors and modeling considerations","[{\"question\":\"What data source is used to study mathematics achievement?\",\"answer\":\"The study uses pan-Canadian assessment program data from CMEC, specifically SAIP Mathematics 2001.\"},{\"question\":\"How are student beliefs about mathematics related to achievement?\",\"answer\":\"Student beliefs about mathematics are positively related to mathematics achievement across both age groups and both mathematics domains.\"},{\"question\":\"What association is reported between instructional supports and mathematics scores?\",\"answer\":\"As students’ use of instructional supports increases, mathematics scores show an associated decrease.\"}]","STUDENT AND SCHOOL CORRELATES OF MATHEMATICS ACHIEVEMENT - MODELS OF SCHOOL PERFORMANCE BASED ON PAN-CANADIAN STUDENT ASSESSMENT | PDF",1792083098,63]