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ERIC Number: ED474820
Record Type: RIE
Publication Date: 2002
Pages: 34
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Determinants of Achievement: Minority Students Compared to Nonminority Students. A Research Report. Publication Series.
Stull, Judith C.
This study used data from the base year and first followup year of the National Educational Longitudinal Survey of 1988 (NELS:88) to investigate determinants of achievement in minority versus nonminority students. In the base year, the NELS:88 collected data on eighth graders. Because there were so few American Indians, that group was eliminated from the analysis. Since the results for Asian students were virtually identical to those for white students, the groups were combined. Analysis of data from six subgroups indicated that while gender and race/ethnicity differences existed, other significant differences emerged. Of the six groups, the schooling performances of African Americans, especially males, were least well explained. Three variables proved statistically significant in all six groups (student comfortable in high school scale, student attitude toward teachers index, and eighth grade mathematics test score), though the differences emerged in terms of magnitude and direction of effect. Results indicated that the linkage between achievement and expectations embodied in the status attainment model best applied to Asian American and white students. Mickelson's paradox of expectation/achievement held true for African American and Hispanic students. The paper recommends further exploration of factors not common to all groups. An appendix presents independent variables included in the regression analysis. (Contains 84 references.) (SM)
Laboratory for Student Success, Information Services. Tel: 215-204-3000; Tel: 800-892-5550 (Toll Free); e-mail: lss@vm.temple.edu; Web site: http://www.temple.edu/LSS.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Mid-Atlantic Lab. for Student Success, Philadelphia, PA.