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Racial Ethnic Gaps In Achievement Motivational Constructs Of Us Eighth Grade Students That Predict Mathematics And Science Achievement
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Book Synopsis Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement by : Emtiaz Rony Ahmed
Download or read book Racial-Ethnic Gaps in Achievement Motivational Constructs of U.S. Eighth-Grade Students that Predict Mathematics and Science Achievement written by Emtiaz Rony Ahmed and published by . This book was released on 2018 with total page 229 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the TIMSS 2015 international study findings, students who enjoy learning mathematics a lot scored much higher (average 61 points) than the students who do not enjoy it a lot. Enjoying learning mathematics is one of the indicators of the construct "intrinsic motivation" towards mathematics, and this type of other constructs, such as confidence, attainment value, and utility value were found to have significant contributions in students' academic achievement in previous studies. This study considered the Expectancy-Value Theory (E-VT) of achievement motivation and the Social Equity Theory (SET) to investigate racial-ethnic gaps in achievement motivational constructs as well as achievement scores of U.S. eighth-grade students in the mathematics and science domains.The TIMSS 2011 U.S. national data on mathematics and science were utilized to answer four research questions. The first research question addressed the psychometric properties of the achievement motivation scales in the TIMSS 2011 Student Background Questionnaire, and the findings of this study confirmed sound evidence regarding the construct, convergent, and divergent validity of the scales. The second research question looked for the racial-ethnic gaps in achievement motivational constructs. A series of measurement invariance tests confirmed that the racial-ethnic groups (Asian, Black, Hispanic, and White students) are not comparable after controlling for students' relative standing or ability levels on the constructs. The third and fourth research questions sought to determine the extent to which the E-VT and the SET explain variance in mathematics and science achievement. This study results showed that the E-VT constructs explain more within-group variance in the mathematics domain (with moderate to large effect sizes) than the science domain (with moderate effect sizes), and the SET variables explain the almost similar amount of within-group variance in both domains (with moderate effect sizes). Regarding the between-group variance, the E-VT constructs explain more between-group variance (with moderate to large effect sizes) than the SET variables in both the mathematics and science domains.
Book Synopsis Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement by : Susan T. Hill
Download or read book Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement written by Susan T. Hill and published by DIANE Publishing. This book was released on 1996-09 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides information about the family resources, school practices, and individual characteristics of black, Hispanic, and American Indian secondary school students. Compares the achievements of these minority students to white and Asian students in an effort to see where they stand and how to improve upon their learning in today's competitive world. Focuses on students in the 8th and 10th grades. Charts and graphs.
Book Synopsis Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 by : Mark Berends
Download or read book Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
Book Synopsis Understanding Racial-ethnic Differences in Secondary School Science and Mathematics Achievement by : Samuel S. Peng
Download or read book Understanding Racial-ethnic Differences in Secondary School Science and Mathematics Achievement written by Samuel S. Peng and published by U.S. Government Printing Office. This book was released on 1995-01-01 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was designed to address two related issues: (1) Why are Blacks, Hispanics, and American Indians underrepresented in science and mathematics-related fields, and (2) Why do students of these minority groups have lower achievement test scores in science and mathematics than other students? Data on a number of home, school, and student variables were collected from the 1988 eighth-grade cohort of the National Education Longitudinal Study. Major findings include: (1) At early ages, all students have equally positive attitudes toward science and mathematics learning in school and have similar aspirations for science and mathematics-related careers, but as they get older, more minority students become unprepared to enter these fields as they fall behind in mathematics and science learning; (2) a larger percentage of minority students come from families in poverty which have fewer learning materials at home such as books and computers, and their parents are more likely than others to have low educational levels and to be unemployed and are less likely to provide adequate mentoring or role models for mathematics and science learning; and (3) these minority students are more likely to attend disadvantaged schools where the overall academic and supporting environments are less conducive to learning, suffer from the lack of persistent effort and active involvement in school, and are in low-track achievement groups. Appendices include data tables; National Center for Education Statistics (NCES) Databases for Studies of Science and Mathematics in Education; Specification of Variables Used in the Study; and a table of Correlation Coefficients for Contextual and Process Variables. (Contains 44 references.) (MKR)
Book Synopsis US educational achievement on international assessments by : Ben Dalton
Download or read book US educational achievement on international assessments written by Ben Dalton and published by RTI Press. This book was released on 2011-05-23 with total page 22 pages. Available in PDF, EPUB and Kindle. Book excerpt: The debate about the performance of US students on international assessments of educational achievement routinely fails to account for one consistently stark result: US achievement is bifurcated between a group of high-performing Asian and white students and an exceptionally low-performing group of black and Hispanic students. By summarizing results across 20 major international tests conducted since 1995, this research paper shows that when US racial and ethnic groups are separately compared with other countries, Asian and white students regularly perform at or near the top of international rankings, while black and Hispanic students typically rank at or near the bottom. Furthermore, the United States has a substantially larger minority population than all other developed countries, and minority status is not synonymous with internationally comparable factors such as socioeconomic level or immigrant status. The fact that overall US scores are disproportionately influenced by race and ethnicity suggests that researchers and reformers must reconsider how they use and interpret the results of international achievement tests. The research paper recommends providing and analyzing cross-national data separately by ethnic groups to inform approaches to improving education for all students.
Book Synopsis Language Characteristics and Academic Achievement by : Denise Bradby
Download or read book Language Characteristics and Academic Achievement written by Denise Bradby and published by Department of Education Office of Educational. This book was released on 1992 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report examines the demographic and language characteristics and educational aspirations of Asian American and Hispanic American eighth graders and relates that information to their mathematical ability and reading comprehension as measured by an achievement test. Special attention is paid to students who come from homes in which a non-English language is spoken. The report uses information selected from the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 administered questionnaires and tests to a national sample of 25,000 eighth grade students in over 1,000 public and private schools in spring 1988. A second data collection was conducted in spring 1990. Of the 1,505 Asian American students evaluated, 73 percent were reported as language minorities (LMs), while 77 percent of the 3,129 Hispanic American students evaluated were LMs. Of the LM students, 66 percent of the Asian Americans had high English proficiency as compared to 64 percent of the LM Hispanic Americans. Both Asian American and Hispanic American groups had 4 percent of LM students showing low English proficiency. Overall, the study found many similarities between the two groups. However, differences are apparent when data are divided along language proficiency, mathematics achievement, aspiration, and other measures. Statistical data are provided in 33 tables and 44 graphs. Appendices present selected survey questions, technical notes and methodology, and 109 standard error tables. (JB)
Book Synopsis The Role of the Economy in Changing the Achievement Gap Between Different Racial and Ethnic 8th Grade Students' English Language Arts Test Scores by : Dominique Limprevil-Divers
Download or read book The Role of the Economy in Changing the Achievement Gap Between Different Racial and Ethnic 8th Grade Students' English Language Arts Test Scores written by Dominique Limprevil-Divers and published by . This book was released on 2021 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a large achievement gap in literacy between Black and White students in the United States that has been found to be mostly due to both differing learning opportunities as well as to income levels. Meanwhile, much of the research on academic performance has focused on race with less attention on the income of the school neighborhood zip code as a mediating factor in test outcomes for racial/ethnic students. This research investigated trends in English Language Arts test scores compared to income in the surrounding communities among New York City schools' racial/ethnic groups of middle school students; also, whether income discrepancies predict a gap in test scores of these groups. This study looked at ELA test scores for 8th grade middle school students from 2013 through 2019, grouped by demographics such as race/ethnicity, and income status. Disability status, English language skills, and gender were also described. The method employed was a non-experimental quantitative design with the generalized estimating equations (GEE) models. Sample size includes approximately 403 New York City schools per year. Publicly available data from the New York State Education Department were used for Grade 8 English Language Arts Assessment Data for seven years. GEE was utilized to test the relationships and hypothesis. Generalized estimating equations were fit with the mean scores as the dependent variable, and test year, student race, an indicator variable to distinguish between the 2013-2017 and 2018-2019 periods and a race by test year interaction term as covariates. The findings showed that all three variables were significantly associated with the 8th grade classroom ELA test score means. A generalized estimating equation approach was also used to capture the effect of schools on ELA test scores. These analyses showed that race/ethnicity, year, income, and the indicator variable described above are significantly associated with the ELA test scores.
Book Synopsis Harming the Best by : Eric Alan Hanushek
Download or read book Harming the Best written by Eric Alan Hanushek and published by . This book was released on 2008 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sizeable achievement differences by race appear in early grades, but substantial uncertainty exists about the impact of school quality on the black-white achievement gap and particularly about its evolution across different parts of the achievement distribution. Texas administrative data show that the overall growth in the achievement gap between third and eighth grade is higher for students with higher initial achievement and that specific teacher and peer characteristics including teacher experience and peer racial composition explain a substantial share of the widening. The adverse effect of attending school with a high black enrollment share appears to be an important contributor to the larger growth in the achievement differential in the upper part of the test score distribution. This evidence reaffirms the major role played by peers and school quality, but also presents a policy dilemma. Teacher labor market complications, current housing patterns, legal limits in segregation efforts, and uncertainty about the overall effects of specific desegregation programs indicate that effective policy responses will almost certainly involve a set of school improvements beyond simple changes in peer racial composition and the teacher experience distribution.
Book Synopsis Racial-Ethnic Identity and Academic Achievement by : Hillary Margaret-Jean Thomas
Download or read book Racial-Ethnic Identity and Academic Achievement written by Hillary Margaret-Jean Thomas and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to explain the achievement gap. Researchers have also considered an individual's racial-ethnic identity (REI) as an important variable that contributes to achievement outcomes. Oyserman and colleagues developed a model of REI that emphasizes three key factors of ones racial-ethnic identity that have a direct impact on achievement. Further, her model posits that the interaction between two key REI variables, feelings of connectedness to one's REI group (connectedness) and the perception that one's racial-ethnic group values achievement (embedded achievement), contributes to positive achievement outcomes. Although research has suggested that REI significantly impacts achievement, the specific processes by which this occurs are less known. Considering the social-cognitive literature, it is plausible that different psychological and motivational beliefs mediate the relationship between REI and achievement-related outcomes. This dissertation study examines the mediating effect of sense of school belonging and perceived sense of school engagement on the relationship between REI (embedded achievement and connectedness) and academic achievement of minority middle school students longitudinally through the use of structural equation modeling. Results indicate that embedded achievement significantly predicts academic achievement. Furthermore, sense of belonging to school mediates this relationship for all racial and gender groups. Results also revealed that embedded achievement significantly predicted student perceived engagement for Hispanic students. Strategies to promote sense of belonging and embedded achievement at the personal, structural, community, peer, and family levels are discussed. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151133
Book Synopsis The Academic Achievement Gap in Grades 3 to 8 by : Charles T. Clotfelter
Download or read book The Academic Achievement Gap in Grades 3 to 8 written by Charles T. Clotfelter and published by . This book was released on 2010 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: Using data for North Carolina public school students in grades 3 to 8, we examine achievement gaps between white students and students from other racial and ethnic groups. We focus on successive cohorts of students who stay in the state's public schools for all six years, and study both differences in means and in quantiles. Our results on achievement gaps between black and white students are consistent with those from other longitudinal studies: the gaps are sizable, are robust to controls for measures of socioeconomic status, and show no monotonic trend between 3rd and 8th grade. In contrast, both Hispanic and Asian students tend to gain on whites as they progress through these grades. Looking beyond simple mean differences, we find that the racial gaps in math between low-performing students have tended to shrink as students progress through school, while racial gaps between high-performing students have widened for black and American Indian students.
Download or read book STEM the Tide written by David E. Drew and published by JHU Press. This book was released on 2011-10-01 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Proven strategies for reforming STEM education in America’s schools, colleges, and universities. One study after another shows American students ranking behind their international counterparts in the STEM fields—science, technology, engineering, and math. Businesspeople and cultural critics such as Bill Gates warn that this alarming situation puts the United States at a serious disadvantage in the high-tech global marketplace of the twenty-first century, and President Obama places improvement in these areas at the center of his educational reform. What can be done to reverse this poor performance and to unleash America’s wasted talent? David E. Drew has good news—and the tools America needs to keep competitive. Drawing on both academic literature and his own rich experience, Drew identifies proven strategies for reforming America’s schools, colleges, and universities, and his comprehensive review of STEM education in the United States offers a positive blueprint for the future. These research-based strategies include creative and successful methods for building strong programs in science and mathematics education and show how the achievement gap between majority and minority students can be closed. A crucial measure, he argues, is recruiting, educating, supporting, and respecting America’s teachers. Accessible, engaging, and hard hitting, STEM the Tide is a clarion call to policymakers, administrators, educators, and everyone else concerned about students’ participation in the STEM fields and America’s competitive global position.
Author :Joseph Lowman Publisher :Institute for Research in Social Science University of North ISBN 13 : Total Pages :114 pages Book Rating :4.F/5 ( download)
Book Synopsis Predicting Achievement by : Joseph Lowman
Download or read book Predicting Achievement written by Joseph Lowman and published by Institute for Research in Social Science University of North. This book was released on 1980 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study reports on levels of achievement among rural black and white Southerners of relatively low socioeconomic status. The 262 persons who were the objects of the study were reared in Millfield, North Carolina. They were first studied by Baughman and Dahlstrom (1968) in the early 1960s when they were in the eighth grade. Ten years later, this study located and, through interviews, collected data from 175 or 67% of the 262 eighth-grade subjects. Conclusions include the following. Performance on the eighth grade standardized tests of intellectual and academic ability was found to be clearly related to subsequent achievement, both educational and economic. Although there was a lack of racial differences in educational attainment, black subjects achieved significantly lower job statuses and earned significantly lower incomes than white subjects. The study found a strong association of the family size cluster with achievement. This finding is consistent with population theorists' arguments about how having many children or having children close together creates burdens on a family system which often reduce opportunity. Few significant relationships were found between migration and achievement. In fact, most of the Millfield eighth graders did not move very far away from home. However, living away from Millfield, even if only for a brief period of time, was associated with greater achievement. For comparison purposes, the study also presents findings from major longitudinal studies of similar psychological characteristics. Trends in social change in this area of the South are also described to give the reader a feel for the people and the times in which they matured. (Author/RM).
Book Synopsis Performance on Large-scale Science Tests by : Janet Victoria Gordon
Download or read book Performance on Large-scale Science Tests written by Janet Victoria Gordon and published by . This book was released on 2008 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: Significant differences in achievement among ethnic groups persist on the eighth-grade science Washington Assessment of Student Learning (WASL). The WASL measures academic performance in science using both scenario and stand-alone question types. Previous research suggests that presenting target items connected to an authentic context, like scenario question types, can increase science achievement scores especially in underrepresented groups and thus help to close the achievement gap. The purpose of this study was to identify significant differences in performance between gender and ethnic subgroups by question type on the 2005 eighth-grade science WASL. MANOVA and ANOVA were used to examine relationships between gender and ethnic subgroups as independent variables with achievement scores on scenario and stand-alone question types as dependent variables. MANOVA revealed no significant effects for gender, suggesting that the 2005 eighth-grade science WASL was gender neutral. However, there were significant effects for ethnicity. ANOVA revealed significant effects for ethnicity and ethnicity by gender interaction in both question types. Effect sizes were negligible for the ethnicity by gender interaction. Large effect sizes between ethnicities on scenario question types became moderate to small effect sizes on stand-alone question types. This indicates the score advantage the higher performing subgroups had over the lower performing subgroups was not as large on stand-alone question types compared to scenario question types. A further comparison examined performance on multiple-choice items only within both question types. Similar achievement patterns between ethnicities emerged; however, achievement patterns between genders changed in boys' favor. Scenario question types appeared to register differences between ethnic groups to a greater degree than stand-alone question types. These differences may be attributable to individual differences in cognition, characteristics of test items themselves and/or opportunities to learn. Suggestions for future research are made.
Book Synopsis Mathematical Achievement in Eighth Grade by : Victor R. Fuchs
Download or read book Mathematical Achievement in Eighth Grade written by Victor R. Fuchs and published by . This book was released on 1994 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 1992 eighth grade mathematics test of the National Assessment of Educational Progress reveals a low average level of achievement, wide variation across states, and a large difference in average scores of white and black students. Multiple regression analysis across states indicates that the characteristics of children (such as readiness to learn in kindergarten) and of the households in which they live (such as mother's education) have much larger effects of NAEP test scores than do variables (such as the student/teacher ratio) that measure school characteristics. White-black differences in the levels of child and household variables account for much of the white- black difference in NAEP test scores
Book Synopsis Windows on Achievement and Inequality. Policy Information Report by : Paul E. Barton
Download or read book Windows on Achievement and Inequality. Policy Information Report written by Paul E. Barton and published by . This book was released on 2008 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: Shifting focus from typical data and information about the status of educational achievement in the United States and about gaps in achievement among the nation's students, this report undertakes investigation of less-frequently-asked questions. As required by the No Child Left Behind Act (NCLB), educators are continuously monitoring whether more or fewer students are scoring at a level termed "proficient." The authors examine what is happening to both top-performing and lower-performing students and how the distribution of scores is changing in the United States, and make a case for measuring growth throughout the school year, rather than the end. NCLB also requires that states provide information about gaps in student performance among racial/ethnic groups. The report contends that different states have established different definitions of what it means to be proficient, and cautions about comparing numbers across states. The authors discuss changes in the demographic characteristics of the student population over the past several decades, and how these changes have affected national test scores. Acknowledging that the world is increasingly competitive, the authors conclude by presenting a case for an understandable, summative view of where U.S. students rank globally, by summarizing results from international assessments, which vary by participating countries, subjects assessed, and grades and ages covered. The authors advocate that there are many aspects of achievement that require further review and research by parents, educators, policymakers, researchers, and the media. Three appendixes are included: (1) Changes in Four NAEP Reading Measures, Grade 8, 2002 to 2007; (2) Changes in Four NAEP Mathematics Measures, Grade 8, 2000 to 2007; and (3) Regression Analysis Used for Predicting Eighth-Grade NAEP Reading Proficiency. (Contains 29 footnotes, 23 figures and 7 tables.).
Book Synopsis Teaching to Close the Achievement Gap for Students of Color by : Theodore S. Ransaw
Download or read book Teaching to Close the Achievement Gap for Students of Color written by Theodore S. Ransaw and published by Routledge. This book was released on 2020-10-08 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume highlights approaches to closing the achievement gap for students of color across K-12 and post-secondary schooling. It uniquely examines factors outside the classroom to consider how these influence student identity and academic performance. Teaching to Close the Achievement Gap for Students of Color offers wide-ranging chapters that explore non-curricular issues including trauma, family background, restorative justice, refugee experiences, and sport as determinants of student and teacher experiences in the classroom. Through rigorous empirical and theoretical engagement, chapters identify culturally responsive strategies for supporting students as they navigate formal and informal educational opportunities and overcome intersectional barriers to success. In particular, chapters highlight how these approaches can be nurtured through teacher education, effective educational leadership, and engagement across the wider community. This insightful collection will be of interest to researchers, scholars, and post-graduate students in the fields of teacher education, sociology of education, and educational leadership.
Book Synopsis Deficit Thinking, Self-concept and Teacher-student Racial Congruency as Factors Contributing to the Achievement Gap Within High School Math and Science by : Amie Gamble
Download or read book Deficit Thinking, Self-concept and Teacher-student Racial Congruency as Factors Contributing to the Achievement Gap Within High School Math and Science written by Amie Gamble and published by . This book was released on 2020 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this largely exploratory study was to mine out relationships between student race, teacher race, and self-concepts in math and science, within the context of future STEM success and interest. A subset of data from a nationally-representative subset of Black, White and Hispanic 9th grade students collected for the HSLS:09 study was used for analyses, which included Pearson's correlation, one-way and multiple ANOVAs, and chi-square analyses. Results indicate that, while Black students have the lowest math achievement, they have inflated math self-concept, with average scores higher than those of White and Hispanic students. Math self-concept scores were even higher for Black students with Black teachers, as were ambitions for STEM careers, indicating the importance of same-race role models for Black students. Effects of teacher-student racial congruency were less consistent for White and Hispanic students, and for science self-concepts. I conclude that the achievement gap we see within math and science classes is the result of a multifaceted problem, including a lack of diversity within the teaching workforce and limited exposure of minority student to minority teachers, compounded by deficit thinking and poor metacognitive abilities that would allow for effective self-assessment and monitoring within these domains. Schools should be vigilant in offering cultural awareness training to teachers, continue efforts to recruit minority teachers, and introduce pedagogy that encourages more pragmatic reflection on math abilities.
