Growth trajectories of mathematics achievement: Longitudinal tracking of student academic progress

Background A number of methods to investigate growth have been reported in the literature, including hierarchical linear modelling ( HLM ), latent growth modelling ( LGM ), and multidimensional scaling applied to longitudinal profile analysis ( LPAMS ). Aims This study aimed at modelling the mathematics growth of students over a span of 6 years from Grade 3 to Grade 9. Sample The sample comprised secondary longitudinal data collected in three waves from n  = 866 H ong K ong students when they were in Grade 3, Grade 6, and Grade 9. Method Mathematics achievement was measured thrice on a vertical scale linked with anchor items. Linear and nonlinear latent growth models were used to assess students' growth. Gender differences were also examined. Results A nonlinear latent growth curve with a decelerated rate had a good fit to the data. Initial achievement and growth rate were negatively correlated. No gender difference was found. Conclusion Mathematics growth from Grade 6 to Grade 9 was slower than that from Grade 3 to Grade 6. Students with lower initial achievement improved at a faster rate than those who started at a higher level. Gender did not affect growth rate.