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ERIC Number: ED421572
Record Type: Non-Journal
Publication Date: 1998
Pages: 20
Abstractor: N/A
Reference Count: N/A
School Factors Associated with African American Students Who Thrive in College-Preparatory Mathematics.
Wells, Barbara Griggs
Any explanation of the absence of African Americans from the workforce in positions requiring mathematics usually begins with an acknowledgment of black underachievement in mathematics from the early grades and continuing throughout secondary schooling. Yet there are those among this group that are successful in studying mathematics. This paper discusses school factors associated with successful African American study of secondary college-preparatory mathematics. It explores the hypothesis that specific school factors, alone or in combination with individual, family, and classroom factors--some manifest as early as eighth grade--may serve as predictors of continued college-preparatory mathematics coursetaking by African American secondary students. The subject pool came from the National Education Longitudinal Study. A base year core of 24,599 African American students was selected, and these students were surveyed in 8th and 10th grades. Findings suggest that a 10th grade African American doing well in the appropriate level college preparatory mathematics class more than likely would have attended an eighth-grade public school in a nonrural part of the Northeastern North Central part of the United States. That school had an honor society, had high homework expectations of its students, and the students themselves placed a high priority on learning. The school also had a small student body, a smaller proportion of students eligible for free lunch, a larger proportion of minority students, and a smaller eighth-grade enrollment (less than 200). (Contains 3 tables and 44 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A