Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement

Autor/inn/en	Cooper, Jennifer A.; Schleser, Robert
Titel	Closing the Achievement Gap: Examining the Role of Cognitive Developmental Level in Academic Achievement
Quelle	In: Early Childhood Education Journal, 33 (2006) 5, S.301-306 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0075-1
Schlagwörter	Cognitive Development; Kindergarten; Grade 1; African American Students; White Students; Ethnicity; Mathematics Achievement; Comparative Analysis; Mathematics Tests; Developmental Stages; Achievement Gains; Racial Differences; Elementary School Students; Scores; Correlation + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; School year 01; 1. Schuljahr; Schuljahr 01; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Rassenunterschied; Korrelation
Abstract	The achievement gap in mathematics between African American and Caucasian students has been observed for several decades, though previous research has been unable to fully explain why the gap exists. Using a sample of 56 kindergarten and first grade students, this study examined the role that cognitive developmental level plays in the achievement gap. Results indicated that African American students scored significantly lower than the Caucasian students on a test of mathematical achievement. Furthermore, proportionally more African American students remained in the preoperational stage of development as compared to their same-age Caucasian peers. Finally, after controlling for cognitive developmental level, the achievement gap between the two groups became statistically indistinguishable, suggesting that cognitive developmental level mediates the relationship between ethnicity and mathematic achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10