Estimating Correlates of Growth Between Mathematics and Science Achievement Via a Multivariate Multilevel Design with Latent Variables

  • The correlation between the rates of growth in mathematics and science achievement was not zero but not large, and student and school characteristics had little or no influence on the correlation.
  • The correlation between the average rates of growth in mathematics and science achievement was rather strong among schools (indicating consistency between the average rates of growth in mathematics and science achievement among schools); conclude that this consistency was influenced by student and school characteristics.
  • Perhaps it is school curriculum and instruction rather than school context and climate that promote balanced learning in mathematics and science. Implies that learning difficulties in mathematics and science are indeed likely to occur simultaneously among students.
  • Relationship between the rates of growth in mathematics and science achievement was stronger at the school level than at the student level.