Examining gaps in mathematics achievement among racial-ethnic groups, 1972-1992
Examines several nationally representative senior high school student cohorts between the early 1970's to early 1990's to understand trends in the mathematics scores of these different racial-ethnic groups.
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| Format: | eBook |
| Language: | Inglés |
| Published: |
Santa Monica, CA :
RAND Education
c2005.
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| Edition: | 1st ed |
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| See on Biblioteca Universitat Ramon Llull: | https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009427828306719 |
Table of Contents:
- Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; Chapter One- Explaining Student Achievement Gaps Over Time; Background and Significance; Student Test Scores Trends Between the 1970's and 1990's; Families, Schools, and Student Test Score Gaps; Organization of Analysis; Chapter Two- Individual, Family, and School Conditions and Their Relationships to Student Achievement; Theoretical Perspectives for Examining Student Achievements; Examining Families, Schools, and Student Achievement Gaps; Individual and Family Characteristics; School Factors
- Chapter Three- Data and Methodology Data for High School Senior Cohorts; Dependent Measure: Mathematics Achievement; Definitions of Family Variables; School Variables; Methodology; Chapter Four- Trends in Mathematics Achievement, Family, and School Characteristics, 1972-1992; Test Score Differences Among Racial-Ethnic Groups over Time; Changes in Family Background Characteristics Among Racial-Ethnic Groups; Changes in School Characteristics Among Racial-Ethnic Groups; Changes in Self-Reported Track Placement Among Racial-Ethnic Groups; Summary
- Chapter Five- The Relationships Between Mathematics Test Score Gaps and Changes in Families and Schools, 1972-1992 Decomposing Changes in the Black-White Test Score Gap; Decomposing Changes in the Latino-White Test Gap; Chapter Six- Test Score Gaps Among Racial-Ethnic Groups: Conclusions and Policy Implications; Limitation of Our Analysis; Changes in Mathematics Score Gaps Among Blacks, Latinos, and Whites; Changes in Families and Test Score Gaps in Mathematics; Changes in Schools and Test Score Gaps in Mathematics; Persistent Inequality in the Mathematics Test Score Gaps
- Policy Implications of Our Analysis Appendix A- Item Response Theory Scaling of Pooled Senior Cohorts in NLS, HSB, and NELS; Appendix B- Mathematics Items Mapping Across Data Sources, 1972-1992; Appendix C- Item Response Theory Estimation Methods; Appendix D- Survey Items Used to Operationalize Individual, Family, and School Measures in NLS-72, HSB-82, and NELS-92; Appendix E- Multilevel Results Relating Mathematics Achievement to Individual, Family, and School Characteristics, 1972-1992; References
