The relationship of race, class, and gender with mathematics achievement for fifth‐, eighth‐, and eleventh‐grade students in Pennsylvania schools
Bibliographic Data
| ID | 11259436 |
|---|---|
| Authors | Richard L Kohr (Pennsylvania Department of Education, corresponding author), James R Masters (Pennsylvania Department of Education), J Robert Coldiron (Pennsylvania Department of Education), Ross S Blust, R Blust (Pennsylvania Department of Education), Eugene W Skiffington (Pennsylvania Department of Education) |
| Year | 1989 |
| Volume | 66 |
| Issue | 2 |
| Pages | 147-171 |
| Publication date | 1989-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Peabody Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0161-956X • E-ISSN: 1532-7930 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01619568909538643 |
| OpenAlex | W2033430326 |
| Language | EN |
| Citations received | 3 |
| References cited | 19 |
This integrative study of student socioeconomic status (SES), race, and gender focused on mathematics achievement derived from the Pennsylvania Educational Quality Assessment Program for the years 1981 through 1984. Analyses were conducted at the 5th, 8th and 11th grade levels. Replicable achievement differences in mathematics were observed across grade levels for student SES and race, but not for gender. White students were found to score higher than black students and achievement varied directly with student SES level. The only replicable interaction to emerge was a relatively weak but persistent SES by race effect that occurred for all analyses involving students attending low SES schools. This was a function of the fact that, although achievement increased across student SES level for both white and black students the increment tended to be slightly larger for white students. Supplementary analyses of mathematics achievement incorporating school SES, student SES, and race were also performed. In addition to significant results for each main effect, several interactions were found, the most prominent being a race by school SES effect, which occurred at each grade level. This was due to the fact that the difference between white and black student achievement was greater in low SES schools than in high SES schools, possibly indicating that black students were hurt more than white students by the environment of a low SES school. Overall, the significant effects of the study did not account for large amounts of variance in student achievement. At each of the three grade levels, only about 10% of the variance in mathematics achievement was found to be related to student SES, race, or gender
Academic achievement · Developmental psychology · Eleventh · Ethnic group · Mathematics education · Political science · Population · Race (biology · Racial differences · Social class · Socioeconomic status · Sociology · White (mutation · Demography · Early Childhood Education and Development · Gender Studies · Parental Involvement in Education · Psychology · School Choice and Performance
On equality of educational opportunity.
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Sex Differences in Mathematical Ability
Equality of educational opportunity
Needed
Recent Trends in Achievement Levels of Black and White Youth
Gender, Mathematics, and Science
White–Black achievement differences
American Educational Research Journal, 1964-1968
Brief Note
Sex Differences in Quantitative SAT Performance
The relation between socioeconomic status and academic achievement
Gender differences in mathematics performance
| Citations per year | 0.09 |
|---|---|
| Citation span | 1994 - 1999 (6) |
| Highly cited | No |