Table 2 Description of the variables and summary statistics.
Variable | Description | Mean | St. dev. | Min | Max |
|---|---|---|---|---|---|
Mathematics achievement | Higher values correspond to higher achievement | 399.10 | 105.31 | 5.00 | 807.50 |
Classroom-level variables | |||||
Teacher with a mathematics degree | A teacher has a formal degree in mathematics | 0.45 | 0.50 | 0 | 1 |
Formal education | Teacher’s formal education (ISCED) | 3.73 | 1.34 | 1 | 7 |
Teacher gender (Male = 0; Female = 1) | Teacher gender | 0.63 | 0.48 | 0 | 1 |
Guided instruction | Higher values indicate a higher frequency of guided instruction strategies | 0.15 | 0.92 | −2.14 | 0.95 |
Independent study | Higher values indicate a higher frequency of independent study strategies | −0.23 | 1.11 | −1.82 | 0.84 |
Emphasis on academic success | Higher values indicate a higher emphasis on academic success | −0.37 | 1.01 | −1.60 | 1.91 |
Index of active instruction | Higher values indicate a higher frequency and variety of instructional activities | −0.59 | 1.13 | −3.25 | 1.10 |
In class assessment | Higher values indicate a higher frequency of in-class assessment | −0.09 | 1.12 | −6.18 | 0.28 |
Formal assessment | Higher values indicate a higher frequency of formal assessment | 0.08 | 0.92 | −3.25 | 1.42 |
Teacher feedback | Higher values indicate a higher frequency of giving feedback | 0.02 | 1.06 | −4.55 | 0.67 |
Homework | Higher values indicate a higher frequency of homework | 3.50 | 0.98 | 1 | 5 |
Computer-based assessment | Frequency of computer-based assessment | 4.21 | 1.44 | 1 | 5 |
Average bullying | Higher values indicate a lower frequency of bullying | −0.00 | 0.86 | −4.41 | 3.10 |
Average student attitudes | Higher liking, confidence, and clarity in mathematics | 0.00 | 0.87 | −4.79 | 3.48 |
Average home resources | Higher availability of home resources | −0.00 | 0.59 | −2.79 | 2.86 |
Student-level variables | |||||
Within-class effect of bullying | Higher values indicate a lower frequency of bullying | −0.01 | 0.51 | −1.83 | 1.53 |
Within-class effect of attitudes | Higher liking, confidence, and clarity in mathematics | −0.02 | 0.50 | −2.36 | 1.70 |
Within-class effect of home resources | Higher availability of home resources | 0.04 | 0.81 | −1.94 | 2.92 |
Student absences | Less frequent absences | 3.77 | 1.59 | 1 | 5 |
Student gender (Male = 0; Female = 1) | Student gender | 0.49 | 0.50 | 0 | 1 |
