Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math

Autor/in	Kotok, Stephen
Titel	Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math
Quelle	In: High School Journal, 100 (2017) 3, S.183-202 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	High School Students; Minority Group Students; Achievement Gap; Mathematics Achievement; High Achievement; Racial Differences; White Students; Asian American Students; African American Students; Hispanic American Students; Student Characteristics; Institutional Characteristics; Ethnic Groups; Advanced Placement; Socioeconomic Status; Longitudinal Studies; Item Response Theory; Family Characteristics; Student Attitudes; Grade 9; Grade 11 + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Rassenunterschied; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Ethnie; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Item-Response-Theorie; Schülerverhalten; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This study uses multilevel modeling to examine a subset of the highest performing 9th graders and explores the extent that achievement gaps in math widen for high performing African American and Latino students and their high performing White and Asian peers during high school. Using nationally representative data from the High School Longitudinal Study of 2009 (HSLS:09), this study aims to address three research questions: 1) To what degree does the achievement gap widen between different ethnic groups during high school; 2) To what extent can a widening achievement gap be explained by individual and school characteristics of students?; and 3) To what extent are the effects of various factors on achievement moderated by race/ethnicity? The study finds that factors such as advanced course placement and socio-economic status (both individual and school SES) explain away the gap for high achieving Latino 11th graders and some of the gap for African American 11th graders while student background explains away the large advantage for Asian 11th graders. Notably, the effect of math efficacy on math achievement is shown to vary by race/ethnicity. This study has important implications for post-secondary opportunities for high-achieving African American and Latino students. (As Provided).
Anmerkungen	University of North Carolina Press. 116 South Boundary Street, P.O. Box 2288, Chapel Hill, NC 27515-2288. Tel: 800-848-6224; Tel: 919-966-7449; Fax: 919-962-2704; e-mail: uncpress@unc.edu; Web site: http://uncpress.unc.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01