The roles of family SES and school composition in explaining why the math achievement gap is most pronounced among those students who take the most demanding HS math classes, especially among low-income Hispanic and segregated Black youth.
This study examines the impact of schools on student achievement (mathematics, reading, and science) over time using national probability samples of high school seniors. Our objective is to determine whether schools ‘‘make a difference.’’
Factors Associated With Mathematics Achievement and Participation in Advanced Mathematics Courses: An Examination of Gender Differences From an International Perspective
This paper reports results of an exploratory study examining factors that might be associated with achievement in mathematics and participation in advanced mathematics courses in Canada, Norway, and the United States of America (USA). These factors, which were not directly related to schooling accounted for large degrees of variability in mathematics achievement scores. Research questions: 1) How are the personal and environmental variables associated with achievement in mathematics for females and males in the three countries? 2) How are the personal and environmental variables associated with participation in advanced mathematics courses for females and males in the three countries?