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Category: mathematics achievement

Category » mathematics achievement

  • Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

    1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

    Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

  • African American Male Adolescents, Schooling (and Mathematics): Deficiency, Rejection, and Achievement

    1/1/06 - Stinson, David W.

    The academic achievement gap, particularly the mathematics achievement gap, between Black students and their White counterparts has been well documented with numerical facts. As mathematics education researchers attempt to develop theories and practices that assist in eradicating the gap, they would serve mathematics education well if they would expand the sphere of their research into the sociocultural arena. To assist in expanding the sphere, this article presents a review of key...

  • An Early Gap in Black-White Mathematics Achievement: Holding School and Home Accountable in an Affluent City School District

    1/1/03 - Hughes, Sherick A.

    This article uses descriptive statistics and regression modeling to test effects of ethnicity and socioeconomic status on third-graders. Results implicate ethnicity and socioeconomic status as a significant influence on third-graders' mathematics scores. Findings suggest that strong social forces sustain the Black-White mathematics achievement gap even when affluent school resources are available. Results also suggest a need for the observed affluent districts and Black families in them to...

  • Closing the Mathematics Achievement Gap in High-Poverty Middle Schools: Enablers and Constraints

    1/1/06 - Balfanz, Robert, Byrnes, Vaughan

    The mathematics achievement levels of U.S. students fall far behind those of other developed nations; within the United States itself, the students who are falling behind come predominantly from high-poverty and high-minority areas. This article reports on a series of analyses that followed 4 cohorts of students from 3 such schools through the 5th to 8th grades, where studies have found the mathematics achievement gap to develop most rapidly. The cohorts followed in these analyses attended...

  • Educational investment, family context, and children's math and reading growth from kindergarten through the third grade

    1/1/08 - Cheadle, Jacob E.

    Drawing on longitudinal data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, this study used IRT modeling to operationalize a measure of parental educational investments based on Lareau's notion of concerted cultivation. It used multilevel piecewise growth models regressing children's math and reading achievement from entry into kindergarten through the third grade on concerted cultivation and family context variables. The results indicate that educational...

  • Ethnic and gender differences in mathematics achievement and in dispositions towards the study of mathematics

    1/1/06 - Birenbaum, Menucha, Nasser, Fadia

    The study examined the effects of gender and ethnicity on mathematics achievement on a national test and on dispositions (attitudes, perceived parental expectations, effort, and help) towards the study of mathematics of a representative sample of Jewish and Arab eighth graders in Israel. The results indicated a large ethnic gap in achievement in favor of the Jewish students. Significant gender--ethnicity interactions emerged whereby Arab girls, compared to Arab boys, attempted more items on...

  • Is math achievement a matter of personality type?

    1/1/99 - Gillespie, Bonnie V.

    The study of the relationship between the Myers-Briggs Type Indicator (MBTI) Thinking-Feeling (T-F) preference and mathematics achievement scores of 12th graders was prompted by the following factors: (1) male 12th graders have higher achievement test scores in mathematics than females even though females have closed the gender gap in math achievement in the lower grades; (2) gender differences in personality type are found only in the T-F index of the MBTI; and (3) type theory suggests that...

  • Preschool Antecedents of Mathematics Achievement of Latinos: The Influence of Family Resources, Early Literacy Experiences, and Preschool Attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

  • Preschool antecedents of mathematics achievement of Latinos: The influence of family resources, early literacy experiences, and preschool attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen, Reese, Leslie

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

  • Secondary Mathematics Teachers' Perceptions of the Achievement Gap

    1/1/05 - Bol, Linda, Berry, Robert Q., III

    The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from...

  • Standardized Achievement Tests and English Language Learners: Psychometrics Issues

    1/1/02 - Abedi, Jamal

    Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover...

  • The black-white gap in mathematics course taking

    1/1/09 - Kelly, Sean

    Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black white gap in mathematics course taking...

  • The gender gap in math: Its possible origins in neighborhood effects

    1/1/94 - Entwisle, Doris R., Alexander, Karl L., Olson, Linda Steffel

    Examined whether different experiences of boys and girls in elementary school might lay the groundwork for a gender gap that emerges later in mathematics. A contextual analysis was conducted of data gathered for a 399 children in their 1st 2 yrs of school and from interviews with parents. Ss' math scores were examined again in their 8th yr of school. Boys' gains in math reasoning achievement were more sensitive to resources outside the home than were girls' gains. In line with the greater...

  • The middle school experience: Effects on the math and science achievement of adolescents with LD

    1/1/98 - Anderman, Eric M.

    Examined the relation between middle school transitions and achievement gaps in math and science between 296 adolescents with and 1,608 adolescents without learning disabilities (LD). An abundance of research (e.g., E. M. Anderman and M. L. Maehr, 1994) indicates that motivation and achievement decline during the early adolescent years, and that this decline is often attributable to the transition from elementary to middle grade schools during early adolescence. Using data from the National...

  • The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students

    1/1/06 - Stevens, Tara, Olivárez, Arturo, Jr., Hamman, Doug

    The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...

  • Why the gap between Black and White performance in school?: A report on the effects of race on student achievement in the St. Louis public schools

    1/1/97 - Trent, William T.

    Presents the report submitted to the court during the 1996 Liddell hearings, which is divided into 2 parts and revised to incorporate points raised during W. T. Trent's testimony on March 19, 1996. Part 1 analyzes the effects of race on student achievement and is based on data supplied by the St. Louis Public School District, cohort files covering 4 cohorts of students, and call-in enrollment data files. Data for the effects of race, student background, prior test scores, school...