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


Blacks, Mathematics Achievement, Racial and Ethnic Differences, Whites, Ethnic Identity, Socioeconomic Status, Teaching


Hughes, Sherick A.


2003, Dec


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: (a) examine and improve their roles in closing Black-White achievement gaps in third-grade mathematics and (b) use available resources to implement specific interventions and pedagogy at school and home that address weaknesses and build upon strengths of students' ethnicity and socioeconomic status. (PsycINFO Database Record (c) 2008 APA ) (journal abstract)


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