Monitoring the Mathematics Achievement of Black Students.
Monitoring the Mathematics Achievement of Black Students.
复制标题
监测黑人学生的数学成绩。
DOI：
10.2307/748891
复制
发表时间：
1984
影响因子：
2.8
通讯作者：
Ernest C. Davenport
中科院分区：
文献类型：
--
作者：
L. V. Jones;Nancy W. Burton;Ernest C. Davenport
回顾了1973年和1978年全国教育进步评估的结果。他们显示，9岁和13岁的黑人学生的数学成绩有所提高，而白人学生在这两个年龄段的数学成绩有所下降。在1975-76年间针对13岁和17岁的特别全国数学评估中，白人和黑人青年的平均数学成绩存在显著差异。根据17岁时的多元回归分析，数学成绩总方差的一半以上是通过回归来解释的，学校之间背景变量的差异和学校内部的个人背景差异的影响大致相同。白人和黑人的平均差异大约有一半是通过回归来解释的，在这一解释中，学校背景变量的差异比学校内部的个人差异起到了更显著的作用。数学成绩的一个特别有影响力的预测指标是高中代数和几何课程的选修量。黑人占主导地位的高中和白人占主导地位的高中在选修此类课程的平均数量上存在显著差异。采取缩小这些差异的政策，预计将导致黑人学生的数学成绩相对更高。
Findings from the National Assessment of Educational Progress for 1973 and 1978 are reviewed. They show improvement in levels of mathematics achievement for black students at ages 9 and 13, compared with a decline for white students at those ages. In a special National Assessment of mathematics in 1975 -76 for ages 13 and 17, substantial differences are found between average mathematics achievement scores of white and black youth. Based on a multiple regression analysis at age 17, more than half of the total variance in mathematics achievement scores is accounted for by regression, with schoolto-school differences in background variables and individual background differences within school about equally influential. About half of the white-black mean difference is accounted for by regression and, in this accounting, school differences in background variables play a more prominent role than individual differences within school. A particularly influential predictor of mathematics achievement is the number of high school algebra and geometry courses taken. Marked differences are found between predominantly black and predominantly white high schools in the average numbers of such courses taken. The adoption of policies that reduce those differences would be expected to result in relatively higher levels of mathematics achievement for black students.