This chapter focuses on identifying and investigating student-related inequity factors in mathematics achievement, based on TIMSS 2003 Student Background Questionnaire and TIMSS 2003 assessment data. According to our definition, a student-related inequity factor is one that accounts for a significant percentage of between student-variance in mathematics achievement. For each of the 18 countries in the sample, two runs of stepwise multiple regression were done, one with the student indices as predictors, and another with the student single-item variables as predictors (will henceforth be referred to as practices). In both cases, the Average Mathematics Plausible Score (AMPS) was used as a dependent variable (Section 7.5).
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Jurdak, M. (2009). Student-Related Inequity Factors. In: Toward Equity in Quality in Mathematics Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0558-1_8
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DOI: https://doi.org/10.1007/978-1-4419-0558-1_8
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