Language Minority Students' Mathematics Achievement in Urban Schools: Coursework, Race-Ethnicity, and English-Language Proficiency

Autor/inn/en	Maldonado, Saúl I.; Mosqueda, Eduardo; Capraro, Robert M.; Capraro, Mary M.
Titel	Language Minority Students' Mathematics Achievement in Urban Schools: Coursework, Race-Ethnicity, and English-Language Proficiency
Quelle	In: Penn GSE Perspectives on Urban Education, 15 (2018) 1, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-7109
Schlagwörter	Language Minorities; Mathematics Achievement; Urban Schools; Race; Ethnicity; English; Language Proficiency; High School Students; Common Core State Standards; Advanced Courses; Student Participation; Predictor Variables; High School Seniors; College Readiness; Grade 12; African American Students; Hispanic American Students; Outcomes of Education + Suchen Sie Ihr Suchwort? Sprachminderheit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rasse; Abstammung; Ethnizität; English language; Englisch; Language skill; Language skills; Sprachkompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Common core curriculum; Curriculum; Kerncurriculum; Fortgeschrittenenunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prädiktor; School year 12; 12. Schuljahr; Schuljahr 12; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Lernleistung; Schulerfolg
Abstract	The mathematics performance data from 12,738 high school students were examined to determine the relationship between students' racial-ethnic and linguistic background, participation in higher level mathematics courses, and performance on a norm-referenced measure of achievement, explicitly accounting for important urban school context indicators. Using hierarchical linear models (HLM), researchers analyzed the effects associated with language minority students' mathematics achievement in urban schools. Findings suggest that urban high school students' participation in higher level mathematics courses may ameliorate pervasive patterns of racial-ethnic and linguistic minority disparities in achievement. (As Provided).
Anmerkungen	University of Pennsylvania, Graduate School of Education. 3700 Walnut Street, Philadelphia, PA 19104. e-mail: journal@gse.upenn.edu; Web site: https://urbanedjournal.gse.upenn.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01