Differences in the reading–mathematics relationship: A multi-grade, multi-year statewide examination

In this study, we explored the relationship between mathematics and reading achievement using statewide assessment data from all students (Grades 3–11) in multiple years to examine how that relationship differs based on student, school, and district characteristics. In modeling this relationship, the researchers found that although reading and mathematics ability explain a significant amount of variability in an individual year's achievement, there is substantial variability remaining to be explained beyond that, particularly at the middle school and high school levels. Thus, the need to look at individual characteristics is strongly warranted. The results indicated that reading and mathematics achievement were positively related at the student level and more strongly at the school level, but the relationship was not as strong among females and non-White students.