The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students.

  • Results suggest that: (a) Black students whose teachers praise them for their effort earn higher math achievement scores, (b) Black students whose teachers recommend “work not school” earn lower math achievement scores, (c) Black students who spend more time on homework earn higher math achievement scores, and (d) Black students who attend high schools largely concentrated by those who receive “free or reduced lunch”(i.e., over 75% of school receives free/reduced lunch) earn lower math achievement scores, on average.

  • Results indicates that Black women, first-generation college students, those who scored lower on the 8th grade math exam, and those with an external locus of control tended to perform less well on the math achievement exam in 10th grade compared to Black men, continuing generation students,8thgrade achievers, and those with an internal locus of control.

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  • Black high school students whose parents are college-educated fare better in terms of math achievement than their counter-parts with non-college educated parents, similar to results presented earlier.

  • Having a more internal locus of control was associated with high levels of math achievement.

  • Black high school students whose parents attended school meetings earned higher math achievement scores than their peers whose parents did not attend school meetings.