ERIC Number: EJ768461
Record Type: Journal
Publication Date: 2005-Jul
Reference Count: 53
The Mathematics Education of African Americans in North Carolina: From the Brown Decision to No Child Left Behind
Snipes, Vincent T.; Waters, Roderick D.
Negro Educational Review, The, v56 n2-3 p107-126 Jul 2005
For several years now, an achievement gap has been in existence between African American students and white students in mathematics. The purpose of this study is to (1) report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and (2) to examine North Carolina African American students' progress in mathematics from the Brown vs. the Board of Education Decision to the "No Child Left Behind Act" Era. The data for this study are analyzed utilizing the critical race theory of education perspective.
Descriptors: Federal Legislation, White Students, Mathematics Education, African American Students, Academic Achievement, Case Studies, Critical Theory, Race, High Schools, Consultants
Negro Educational Review, Inc. NER Editorial Offices, School of Education, 1601 East Market Street, Greensboro, NC 27411. Tel: 412-648-7320; Fax: 412-648-7081; Web site: http://www.oma.osu.edu/vice_provost/ner/index.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Location: North Carolina
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001