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ERIC Number: ED454246
Record Type: Non-Journal
Publication Date: 2001-Apr-13
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Second Look at Mathematics Achievement Gaps: Intersections of Race, Class, and Gender in NAEP Data.
Lubienski, Sarah Theule
Drawing from 1990 and 1996 data from the National Assessment of Educational Progress (NAEP), this study examined disparities between White and African American students' mathematics performances and classroom experiences, with attention to interactions among race, socioeconomic status (SES), and gender. Overall, NAEP scores increased for both White and African American students, but substantial race- and SES-related differences remained. SES differences appeared to account for some, but not all race-related differences. Additionally, some potential underlying factors were found to correlate with race even after controlling for students' SES, including limited calculator use, multiple choice assessment use, lack of teacher emphasis on reasoning, and students' views of mathematics as memorization. By going beyond the traditional, discrete examination of race, class, or gender in isolation, this study helps clarify the gaps in mathematics achievement and sheds light on potential factors underlying these gaps. (Contains 5 tables and 28 references.) (Author/SLD)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Assessment of Educational Progress