ERIC Number: EJ1121066
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Differences in Math Performance Indicators within an Ethnicity Subgroup: An Investigation of an Urban District's High Schools
Parke, Carol S.
American Secondary Education, v45 n1 p5-21 Fall 2016
This study provides an illustration of the ways in which schools can use intra-group analysis to identify salient factors related to achievement and to raise questions for further analysis. Previous research has analyzed data between demographic subgroups. This study, however, analyzes differences within the Black student cohort of one school district on multiple indicators of math performance. After presenting the analyses for a longitudinal cohort oh high school students, the study describes how findings help guide further qualitative studies in schools and classrooms. (e.g. by examining environment, climate, curriculum, and instruction) for the ultimate purpose of improving teaching and learning.
Descriptors: High School Students, Mathematics Achievement, Urban Schools, School Districts, African American Students, Longitudinal Studies, Differences, Scores, Mathematics Tests, Grade Point Average, Gender Differences, Social Differences, Socioeconomic Status, White Students, Student Characteristics, High Achievement, Qualitative Research, Educational Environment, Course Selection (Students), Secondary School Mathematics, Grades (Scholastic)
Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www.ashland.edu/ase
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A