African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences

Autor/inn/en	Noble, Richard, III; Morton, Crystal Hill
Titel	African Americans and Mathematics Outcomes on National Assessment of Educational Progress: Parental and Individual Influences
Quelle	In: Journal of Child and Family Studies, 22 (2013) 1, S.30-37 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-1024
DOI	10.1007/s10826-012-9640-y
Schlagwörter	National Competency Tests; Measures (Individuals); African American Students; Comparative Analysis; Scores; Mathematics Tests; Mathematics Achievement; Gender Differences; Family Environment; Parent Child Relationship; Parent Participation; Academic Achievement; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Messdaten; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Elternmitwirkung; Schulleistung
Abstract	This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2-3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10