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ERIC Number: EJ907631
Record Type: Journal
Publication Date: 2010-Nov
Pages: 29
Abstractor: As Provided
ISSN: ISSN-0195-6744
Social Capital, Information, and Socioeconomic Disparities in Math Course Work
Crosnoe, Robert; Schneider, Barbara
American Journal of Education, v117 n1 p79-107 Nov 2010
Analysis of the National Education Longitudinal Study revealed that socioeconomically advantaged students persist in high school math at higher rates than their disadvantaged peers even when they have the same initial placements and skill levels. These disparities are larger among students with prior records of low academic status because students from more privileged backgrounds persist in math course work even when their prior performance predicts they will not. Among students with low middle school math performance, those from socioeconomically disadvantaged families appear to benefit from having consultants for course work decisions so that they make up ground with their socioeconomically advantaged peers.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A