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Table 6 Multilevel modelling of NAMER 2009 and 2014 mathematics achievement – Grade 6

From: Examining educational inequalities: insights in the context of improved mathematics performance on national and international assessments at primary level in Ireland

  Step 1 (comparison model across studies) Step 2 (comparison model across cycles) Step 3 Combined model
Variables B (SE) B (SE) B (SE) B (SE)
Student-level 2009 2014 2009 2014 2009 2014 2009—2014
Gender (male) 12.2 (2.62)* 4.9 (2.27)* 12.5 (2.66)* 4.9 (2.22)* 5.1 (2.20)* 12.5 (2.7)*
Books at home (more than 100) 23.6 (2.8)* 21.3 (2.15)* 23.6 (2.84)* 21.1 (2.19)* 15.9 (2.22)* 22.2 (1.8)*
Language spoken at home (English/Irish) − 2.8 (4.13) − 7.33 (3.52)* − 2.5 (4.49) − 8.2 (4.51) − 9.6 (4.65)* − 5.9 (3.2)
Country of birth (Ireland) 0.2 (3.24) 1.0 (3.91) 2.6 (3.97) 0.4 (2.6)
Parent education (third-level) 16.5 (2.16)*
Year (2014) 16.8 (5.4)*
School-level
Disadvantaged status (Disadvantaged) − 20.0 (7.36)* − 5.2 (6.48) − 20.1 (7.35)* − 5.3 (6.49) − 2.5 (6.47) − 12.2 (5.1)*
Interactions
Year*Gender − 7.7 (3.5)*
Intercept 243.2 (6.3)* 261.5 (4.27)* 243.0 (6.23)* 261.6 (4.47)* 253.3 (4.41)* 244.6 (5.3)*
Variance explained (R2)
Student-level 9.0% 5.8% 9.1% 5.7% 8.7% 9.2%
School-level 13.7% 2.0% 13.8% 2.0% 0.5% 7.2%
Overall 10.0% 5.4% 10.0% 5.3% 7.8% 8.9%
  1. *p < .05