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ERIC Number: ED476468
Record Type: Non-Journal
Publication Date: 2003-May-3
Pages: 50
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Closer Look at U.S. Mathematics Instruction and Achievement: Examinations of Race and SES in a Decade of NAEP Data.
Lubienski, Sarah Theule; Shelley, Mack C., II
Using data from the National Assessment of Educational Progress (NAEO) for 1990, 1996, and 2000, this study examined trends related to race and socioeconomic status (SES) in student mathematics achievement, beliefs, classroom experiences, course taking patterns, and teachers' educational backgrounds. Although overall mathematics achievement increased between 1990 and 2000, race-related achievement gaps did not improve. SES differences appear to account for some, but not all, race-related differences. An examination of classroom practices revealed many similarities in students' experiences that were consistent with the "Curriculum and Evaluation Standards" of the National Council of Teachers of Mathematics. However, other aspects of mathematics instruction, such as the role of calculators and the use of multiple-choice assessments, were found to correlate with student race and SES. In addition, there were race- and SES-related differences in students' beliefs, such as whether learning mathematics was viewed as fact memorization. These correlations with race persisted even after controlling for SES. The results suggest that white, middle-class students are experiencing more of the fundamental shifts called for in the "Standards." However, the NAEP is not designed for making case-and-effect inferences regarding instructional methods and student outcomes. This study reveals similarities and differences in students' classroom experiences and attitudes, thereby shedding light on factors that could shape achievement differences. (Contains 9 figures, 6 tables, and 44 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: National Assessment of Educational Progress