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Journal Article: An Analysis of the Performance Gap Between American Indian and Anglo Students in the New York State Fourth and Eighth Grade Mathematics Assessments

Categories

Education, Native Americans/Education/New York (State), Testing programs/New York (State), Mathematics/Achievements, Student, Race differences

Authors

Marchand, Richard; Pickreign, Jamar; Howard, Keary

Published

2005

Abstract

This study explores differences in mathematics assessment results between American Indian students in Western New York and their Anglo peers. The sample consisted of 2,256 fourth grade students (Native=323 Anglo=1933) and 2,475 eighth grade students (Native=353 Anglo=2122). Scores from New York State's Fourth and Eighth Grade Math Assessments were examined to identify areas of mathematics that contribute to the gap in performance. Analysis of scores indicated that 58[percent] of Native students and 75[percent] of Anglo students were mathematically proficient on the Grade Four assessment. By eighth grade, 20[percent] of Native students and 45[percent] of Anglo students were mathematically proficient. In particular, 34[percent] of Native students and 14[percent] of Anglo students scored at the lowest level on the Grade eight assessment and have little chance of passing the high school exam required for graduation. The greatest disparities between the two groups were in mathematical reasoning and uncertainty. Professional development for area math teachers and after school enrichment activities is recommended. Reprinted by permission of the publisher.

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