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ERIC Number: ED453237
Record Type: Non-Journal
Publication Date: 2001-Apr-14
Pages: 40
Abstractor: N/A
Poverty, Courses Taken and MCAS Test Scores in Mathematics and Science.
Nuttall, Ronald; Hell, Regina Jean-Van
The aim of this study was to look at the Massachusetts Comprehensive Assessment System (MCAS) data for 10th graders from 1998 and investigate whether these differences were significant when using the mathematics and science achievement scores. In addition, the variables of socioeconomic status, gender, and types of courses taken in mathematics and science were used in the analyses. Three hypotheses were tested. One was that the differences between African Americans and Whites in mathematics and science scores are related to types of courses taken previously. It was also expected that males would have higher mathematics scores than females and that students with low income would be more likely to have low test scores in science and mathematics. The regression analyses demonstrated that previous courses taken in mathematics and science were strong predictors of MCAS achievement scores. The other predictors, race, socioeconomic status, and gender, explained very little of the variance in achievement scores in mathematics and science. These results have strong implications for public policy issues in Massachusetts. (Contains 4 figures and 34 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Massachusetts Comprehensive Assessment System