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ERIC Number: ED113198
Record Type: Non-Journal
Publication Date: 1975-Mar
Reference Count: N/A
Test Factors, Instructional Programs, and Socio-Cultural-Economic Factors Related to Mathematics Achievement of Chicano Students: A Review of the Literature. SMESG Working Paper No. 10.
Stanford Univ., CA. School Mathematics Study Group.
The purpose of this paper is to identify patterns of performance which might yield insight into findings concerning mathematics achievement of Chicano students. The Chicano student populations of these studies were identified and restricted by the following criteria: Spanish surname, of Mexican descent, language (bilingual, Spanish-English; monolingual, Spanish), geographic area (southwestern and western United States). The majority of Chicano students in the studies were from backgrounds of low socioeconomic status. This paper summarizes the general results of the literature reviewed and concludes with an annotated bibliography. The review of the studies is organized according to three major constructs: (1) Tests, (2) Instructional Programs, and (3) Socio-Cultural-Economic Conditions. Section 1 contains three subsections: (a) Mental Ability Profiles, (b) Language and Cultural Factors in Tests, and (c) Reliability and Predictability of Mental Ability and Achievement Tests. Section 2 contains three subsections: (a) Bilingual Programs, (b) Teacher-Student Interactions, and (c) Special Programs. The studies are cross-referenced under appropriate subsection; thus the results of one study may be included under more than one topic. (Author/SD)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Stanford Univ., CA. School Mathematics Study Group.