Findings about student achievement, question 3: what variables associated with classroom instruction account for variation in student performance?

The research model for our study included 14 variables in five categoriesprior, independent, intervening, outcome, and consequent (see Figure 1.1 in Chapter 1). This model was used as the framework for data collection and analysis (see Romberg & Shafer, 2004). Initially, we planned to use structural equations to examine the relationship of the variables for the eight grade-level-by-year studies in classes using MiC across all four districts. In practice, this was not done because it was difficult or impossible to gather reliable information on all variables, the sample size was compromised over time, and collinearity across some variables posed a serious interpretation problem. Thus, a simplified model was designed using composite variables that we were able to scale.