Findings – The analysis shows that this kind of curriculum structure has the most damaging effect on individual students' math achievement outcomes. For the analysis on parental involvement, the results show that school involvement is more effective than home involvement for math achievement, but not for reading. Domain-specific parental involvement is more important than general parental involvement for both math and reading. These findings have important theoretical and policy implications.
Ma, Y. (2011), "Math and Reading Achievement Gaps – New Insights to Old Problems", Bass, L. and Kinney, D. (Ed.) The Well-Being, Peer Cultures and Rights of Children (Sociological Studies of Children and Youth, Vol. 14), Emerald Group Publishing Limited, Bingley, pp. 51-74. https://doi.org/10.1108/S1537-4661(2011)0000014008Download as .RIS
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