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A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results

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Abstract

In this study, the authors examined a group of related literatures that used the same large-scale nationally representative dataset with algebra achievement as the outcome to explore why results from the same dataset may differ across studies. More specially, the authors synthesized the extant research literature that utilized data from the High School Longitudinal Study of 2009 (HSLS:09) to investigate the student-, teacher-, school-, and parent-level characteristics associated with algebra achievement and whether these relationships were consistent across students’ backgrounds (i.e., race/ethnicity, gender, socio-economic status, and prior achievement). The authors have summarized the results of 21 studies across 2 outcome variables (ninth- and eleventh-grade algebra achievement) using optimal resource theory as a framework to summarize evidence-based practices for improving student outcomes.

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References marked with an asterisk indicate studies included in the data-analysis.

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  1. Department of Mathematics & Statistics, University of New Hampshire, Durham, NH, USA

    Sheree T. Sharpe

  2. Department of Mathematics, California State University, San Bernardino, CA, USA

    Dalton D. Marsh

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Sharpe, S.T., Marsh, D.D. A systematic review of factors associated with high schoolers’ algebra achievement according to HSLS:09 results. Educ Stud Math 110, 457–480 (2022). https://doi.org/10.1007/s10649-021-10130-4

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