Factors predictive of mathematics achievement in White, Black, and Hispanic 12th graders.

• James P. Byrnes ^[1]
  1. [1] Temple University

     Temple University

     City of Philadelphia, Estados Unidos

     
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 316-326
• Idioma: inglés
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• Resumen

  • In this study, a secondary analysis of the National Assessment of Educational Progress was conducted to provide insight into ethnic differences in 12th-grade math achievement. Using the 3 conditions model (3C model) of achievement as a guide, regression analyses showed ethnicity accounted for less than 5% of the variance in math performance once indices of socioeconomic status, exposure to learning opportunities, and motivation were controlled. In contrast, variables central to the 3C model accounted for 45%-50% of the variance. The implications of these results for theories of ethnic differences and for reform efforts are discussed. The findings suggest that schools can do a great deal to close achievement discrepancies among White, Black, and Hispanic students. (PsycINFO Database Record (c) 2016 APA, all rights reserved)