Abstract

This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography.

摘要

本文研究了 1994 年至 2018 年八年级地理成绩的国家差距和趋势。开发了包含学生和学校级别变量的统计模型，以使用国家教育进步评估 (NAEP) 提供的数据来预测成绩。尽管成绩与学校层面的属性（如地理区域和学校部门）之间存在统计学上显着的关系，但与性别、种族、民族和父母教育等学生层面的特征相比，系数的大小相对较小且随时间不一致. 结果为当前的政策方向和促进 K-12 地理教育公平的努力提供了信息。