Student Experiences and Attitudes

Eighth-grade students who have a “high” sense of school belonging have higher average achievement in mathematics and science than students with “little” sense of school belonging.

Frequent absences from school are associated with lower average mathematics achievement for fourth-grade students.

Frequent absences from school are associated with lower average science achievement for fourth-grade students.

Eighth-grade students who report frequent absences from school have lower average mathematics achievement than students who are absent less often.

Eighth-grade students who report frequent absences from school have lower average science achievement than students who are absent less often.

Fourth-grade students who “very much like” learning mathematics have higher average mathematics achievement than students who “somewhat like” or “do not like” learning mathematics.

Eighth-grade students who “very much like” learning mathematics have higher average mathematics achievement than students who “somewhat like” or “do not like” learning mathematics.

Being “very confident” in mathematics is associated with higher average mathematics achievement for fourth-grade students.

Being “very confident” in mathematics is associated with higher average mathematics achievement for eighth-grade students.

Fourth-grade students who “very much like” learning science have higher average science achievement than students who “somewhat like” or “do not like” learning science.

Eighth-grade students enrolled in integrated science who “very much like” learning science have higher average science achievement than students who “somewhat like” or “do not like” learning science. Separate science subjects showed a similar pattern.

Being “very confident” in science is associated with higher average science achievement for fourth-grade students.

Being “very confident” in science is associated with higher average science achievement for eighth-grade students enrolled in integrated science. Separate science subjects showed a similar pattern.

Fourth-grade students with “high” digital self-efficacy had higher average mathematics and science achievement than students with “medium” or “low” digital self-efficacy.

Eighth-grade students with “high” digital self-efficacy had higher average mathematics and science achievement than students with “medium” or “low” digital self-efficacy. Few students had “low” digital self-efficacy.