Using longitudinal data across Grades 3 to 5 on students and teachers from 123 elementary schools, we developed a multivariate multilevel model incorporating changes among both students and teachers to examine the relationship among schools between change in school racial-ethnic gap in academic achievement (English language arts and mathematics) and change in school renewal effort (by school principals). Across Grades 3 to 5, we found statistically significant improvement in school renewal effort, whereas the school racial-ethnic gap in academic achievement was statistically stable. In terms of their relationship, we found that, across Grades 3 to 5, improvement in school renewal effort were weakly correlated with enlargement in school racial-ethnic gap in academic achievement concerning English language arts (correlation = .10). Meanwhile, improvement in school renewal effort were marginally correlated with reduction in school racial-ethnic gap in academic achievement concerning mathematics (correlation = −.18).

中文翻译：

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缩小成绩差距并加强学校更新：结合学生和教师变革的多元多层次方法

利用 123 所小学 3 至 5 年级学生和教师的纵向数据，我们开发了一个包含学生和教师变化的多元多层次模型，以检验学校之间学业成绩种族差距变化之间的关系（英语语言）艺术和数学）以及学校更新工作的变化（由校长负责）。在 3 至 5 年级，我们发现学校更新工作在统计上显着改善，而学校学业成绩方面的种族差距在统计上保持稳定。就它们之间的关系而言，我们发现，在 3 至 5 年级，学校更新努力的改善与学校英语语言艺术学业成绩方面种族差距的扩大呈微弱相关（相关性 = 0.10）。与此同时，学校更新努力的改善与学校数学学业成绩种族差距的缩小略有相关（相关性 = -.18）。