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- Title
An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District.
- Authors
Hughes, Sherick A.
- Abstract
This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to: (a) examine and improve their roles in closing Black-White achievement gaps in third-grade mathematics and (b) use available resources to implement specific interventions and pedagogy at school and home that address weaknesses and build upon strengths of students' ethnicity and socioeconomic status.
- Subjects
ACADEMIC achievement; MATHEMATICS; BLACK white differences; SOCIAL status; ETHNICITY; STUDENTS; SCHOOL districts
- Publication
Urban Review, 2003, Vol 35, Issue 4, p297
- ISSN
0042-0972
- Publication type
Article
- DOI
10.1023/B:URRE.0000017532.32745.32