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New Project Forum report on Principal Preparedness to Support Diverse Learners

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

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


Education, Mathematics/Achievements, Student, Race differences, School children/Social and economic status, Home and school, Student achievements/Third grades


Hughes, Sherick A.


2003, December


A study investigated the effect of ethnicity and socioeconomic status on the mathematics scores of third-grade students. Data were obtained from 687 students in an affluent city school district in North Carolina. Findings suggested that ethnicity and socioeconomic status had a significant effect on third-grade students' mathematics scores. Moreover, findings indicated that strong social forces sustained the achievement gap between African-American and white students, even when affluent school resources were available. Further findings are presented, and suggestions on improving mathematics achievement of African-American students in affluent schools are provided.