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ERIC Number: ED535962
Record Type: Non-Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
Reference Count: N/A
Mathematics Achievement Gaps between Suburban Students and Their Rural and Urban Peers Increase over Time. Issue Brief No. 52
Graham, Suzanne E.; Provost, Lauren E.
Carsey Institute
In this brief, authors Suzanne Graham and Lauren Provost examine whether attending a school in a rural, urban, or suburban community is related to children's mathematics achievement in kindergarten, and whether increases in mathematics achievement between kindergarten and eighth grade differ for children in rural, urban, and suburban schools. They also consider whether achievement differs by region of the country and for children of different racial and ethnic groups. Finally, they discuss the impact of a family's socioeconomic status, and the ways in which place and socioeconomic status together affect both early mathematics achievement levels and change over time. They report that rural and urban kindergarten students have slightly lower average mathematics achievement levels than their suburban peers. In addition, the average increase in mathematics achievement from kindergarten to eighth grade for rural and urban children is smaller than the increase for suburban children, resulting in a widening achievement gap over time. (Contains 5 figures, 1 table, 22 endnotes.)
Carsey Institute. University of New Hampshire, 73 Main Street, Huddleston Hall, Durham, NH 03824. Tel: 603-862-2821; Fax: 603-862-3878; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 8; Kindergarten
Audience: N/A
Language: English
Sponsor: Annie E. Casey Foundation; W.K. Kellogg Foundation
Authoring Institution: University of New Hampshire, Carsey Institute
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey