ERIC Number: ED390927
Record Type: Non-Journal
Publication Date: 1995-Mar
Reference Count: N/A
An Examination of the Performance Gains of Culturally and Linguistically Diverse Students on a Mathematics Performance Assessment within the QUASAR Project.
Lane, Suzanne; And Others
The performance of students from different racial or ethnic subgroups and of students receiving bilingual (Spanish and English) or monolingual (English only) instruction in mathematics was studied using students from schools in the QUASAR (Qualitative Understanding Amplifying Student Achievement and Reasoning) project, a mathematics education reform project supporting innovative instruction for middle school students in economically disadvantaged communities. Patterns of ethnic distribution vary across QUASAR sites, and linguistic diversity was found at many QUASAR sites. Data were from administration of the QUASAR Cognitive Assessment Instrument (QCAI) to approximately 1,000 students in grades 6, 7, and 8 at 2 QUASAR project schools, one of which provided bilingual classes for its predominantly Latino population. Results indicate that the instructional programs of both schools provided similar educational opportunities in mathematics, with parallel gains for African American and Caucasian students. Results also indicate that high quality mathematics instruction can be made available to students in bilingual classes. Evidence also supports the validity of the QCAI. (Contains 5 figures and 40 references.) (SLD)
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Bilingual Education, Black Students, Cultural Differences, Economically Disadvantaged, Educational Change, Elementary School Students, English, Ethnic Groups, Hispanic Americans, Intermediate Grades, Junior High School Students, Junior High Schools, Low Income Groups, Mathematics, Mathematics Achievement, Middle School Students, Middle Schools, Performance, Poverty, Spanish, White Students
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Ford Foundation, New York, NY.
Authoring Institution: N/A