ERIC Number: ED257637
Record Type: Non-Journal
Publication Date: 1985
Reference Count: N/A
Black-White Differences in Mathematics: Some New Research Findings.
Jones, Lyle V.
Is the effect of mathematics course-taking on test scores the same or different for black males, black females, white males, and white females? To answer this question, the regression results for 9700 members of the 1980 high school sophomore cohort from the High School and Beyond study were analyzed. It was concluded that: (1) for all students, a sizeable contribution to mathematics test scores beyond that predicted from earlier performance is associated with four or five high school credits in advanced mathematics, or with three credits, one of which is calculus; and (2) the relation between observed and predicted mathematics test scores is essentially the same for black males, black females, white males, and white females. Mean differences among these groups in senior-year mathematics test scores can be fully explained jointly by: (a) disproportionate representation at the several levels of mathematics course-taking; and (b) group differences that already were evident in the sophomore year. (MNS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners; Researchers
Authoring Institution: N/A