ERIC Number: ED472714
Record Type: RIE
Publication Date: 1997-Feb
Race, SES, Gender, and Language Proficiency Trends in Mathematics Achievement: An Update. Research Monograph.
Tate, William F., IV
The purpose of this report is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and advanced placement tests. This report examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class, gender, ethnicity, and language proficiency. The findings of this review indicate that over the last 15 years all demographic groups have improved in mathematics achievement. Moreover, the mathematics achievement gap is slowly closing between white students and students of color. Males tended to outperform females on standardized measures; however, gender differences were small and generally not significant. Consistent with past reviews of mathematics achievement, coursetaking was a powerful variable, often resulting in similar achievement gains across diverse groups. This finding has serious implications for equity-related policy. (Author)
Descriptors: Cultural Differences, Elementary Secondary Education, Equal Education, Ethnicity, Ethnomathematics, Evaluation, Language Proficiency, Mathematics Education, Racial Differences, Sex Differences, Socioeconomic Influences
National Institute for Science Education, University of Wisconsin-Madison, 1025 W. Johnson Street, Madison, WI 53706. Tel: 608- 263-9250; Fax: 608-262-7428; e-mail: email@example.com; Web site: http://www.nise.org.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Wisconsin Univ., Madison. Graduate School.; National Science Foundation, Arlington, VA.
Authoring Institution: National Inst. for Science Education, Madison, WI.