Redefining the gap: considering opportunity factors on academic success outcomes for Montana students

Abstract

This study examines educational inequity among Montana high school students by investigating the influence of social location (gender, race, and socioeconomic class) and opportunity factors (student mobility and poverty) on academic achievement and completion. Using a robust multilevel modeling approach, this research analyzes longitudinal student and school data to address four primary questions: differences in academic success based on students' social locations, and the impact of individual and school-level factors on achievement and graduation likelihood. Key findings reveal that high-poverty male and American Indian/Alaskan Native (AIAN) students face compounded barriers to academic success, with significant disparities in both ACT performance and graduation rates. Analysis of the within-group sample of AIAN students highlights the role of mobility and poverty as critical opportunity factors, underscoring the distinct challenges faced by Native students, particularly those attending on- reservation schools. The study's results contribute to the understanding of how intersecting social locations impact educational outcomes and challenge the traditional "achievement gap" framework. Recommendations include expanding Montana's educational reporting to address nuanced disparities across social locations and implementing support systems tailored to high- poverty and mobile students. This research emphasizes the need for data-driven policy reform to promote equity and address systemic barriers within Montana's educational landscape. While this study's findings show a statistically negative relationship between mobility and academic outcomes, they should be interpreted with care, as mobility encompasses complex experiences and cannot be fully understood through quantitative data alone. Recognizing mobility as an opportunity factor captures this nuance, as mobility may present significant challenges for some students while providing meaningful opportunities for others, such as a move to a more stable home environment. This study highlights the need for both quantitative and qualitative approaches to truly unearth the multifaceted role that mobility plays in Montana, reminding us that interpreting mobility solely as a barrier risks overlooking its potential as a positive force in students' lives.