School Effects: Examining the Race Gap in Mathematics Achievement

Abstract

Abstract:The gap in achievement between minority and non-minority students has become a national priority. To investigate the relationship between school racial composition and the race-based gaps in mathematic achievement, High School Effectiveness Study data on 3,392 students in 177 schools were analyzed. Multilevel analyses revealed that when at least half of the students in a school are Black or Hispanic, all student achievement is lower (for White as well as for ethnic minority students). Asian students' achievement remains lowered until the percentage of Black and Hispanic students is less than 15%. However, schools that are 30-49% Black and/or Hispanic have more egalitarian achievement between White and Hispanic students. Although there is no one-size-fits-all model, this research does confirm that being in a school with a high a concentration of Black and Hispanic students lessens all students' chances of academic achievement, even for students who otherwise should excel.

Racial Segregation and the Black/White Achievement Gap, 1992 to 2009

“…Similarly, more recent analyses support the view that minority concentration has a negative influence on academic achievement and/or contributes to black/white achievement gaps (Bankston and Caldas , ; Mickelson ; Borman et al. ; Berends, Lucas, and Peñaloza ; Brown‐Jeffy ; Condron ; Clayton ). In our view, however, at least two limitations in the existing literature need to be overcome.…”

Longitudinal Effects of Technology Integration and Teacher Professional Development on Students’ Mathematics Achievement

“…The performance gap was sometimes due to lack of access to resources and qualified teachers (Flores, 2007). Varying the composition of classrooms to include a considerable number of ethnic minority students, changing teaching styles, and using technology in classrooms were some suggestions to reduce the achievement gap (Brown-Jeffy, 2009;Flores, 2007). Another factor that could divide students was based on SES (Bicer, Capraro, & Capraro, 2013).…”

Gendered Patterns in High Achievement in Mathematics for Grades 4,6, and 8

“…The racial balance of a school has been associated with differences in mathematics achievement and some results indicate that when a school has 50% or more Black and Hispanic students, all students have lower achievement (Brown-Jeffy, 2009). Black and Hispanic students are more likely than White students to be situated within urban schools with high poverty, and students in these lower income schools perform consistently lower (Darling-Hammond, 2010).…”

“…The problem of poor achievement for those students who are racial minorities or disadvantaged economically is a challenge to policymakers and has complex social causes (Brown-Jeffy, 2009). When subgroups of a population are underrepresented in the pipeline leading to careers in science, technology, engineering, and mathematics, there is a cost to society in both the national and global economies (Toulmin & Groome 2007).…”