LEADER 00000cam 2200637Ii 4500 001 ocm61272121 003 OCoLC 005 20170927053601.6 006 m o d 007 cr bn||||a|||| 008 050816s2005 cau ob 000 0 eng 019 781422376 020 0833036904|q(electronic bk.) 020 9780833036902|q(electronic bk.) 020 9780833040664|q(electronic bk.) 020 0833040669|q(electronic bk.) 035 (OCoLC)61272121|z(OCoLC)781422376 037 22573/ctthjqv|bJSTOR 040 EEM|beng|epn|erda|cEEM|dUBY|dCLU|dCOO|dOCLCO|dOCLCQ|dOCLCF |dJSTOR|dAU@|dEBLCP|dIDEBK|dDEBSZ|dOCLCQ|dYDXCP|dOCLCQ |dOCL|dCUS|dZCU|dOCLCQ|dMERUC 043 n-us--- 049 CKEA 050 4 QA13|b.E956 2005 082 04 510.71073 245 00 Examining gaps in mathematics achievement among racial- ethnic groups, 1972-1992 /|cMark Berends [and others]. 264 1 Santa Monica, Calif. :|bRAND Corporation,|c[2005] 264 4 |c©2005 300 1 online resource 336 text|btxt|2rdacontent 337 computer|bc|2rdamedia 338 online resource|bcr|2rdacarrier 500 Title from PDF title page (viewed August 16, 2005). 500 Publication from: RAND website. 500 "MG-255." 504 Includes bibliographical references (pages 139-163). 505 0 Explaining Student Achievement Gaps Over Time -- Individual, Family, and School Conditions and Their Relationships to Student Achievement -- Data and Methodology -- Trends in Mathematics Achievement, Family, and School Characteristics, 1972-1992 -- The Relationships Between Mathematics Test Score Gaps and Changes in Families and Schools, 1972-1992 -- Test Score Gaps Among Racial-Ethnic Groups: Conclusions and Policy Implications -- Appendix. 520 As schools in the United States become more output driven, students, educators, administrators, and policymakers are being held accountable for improving the academic achievement of all students. Federal education policy now mandates that states, districts, and schools monitor achievement gaps among students of different socioeconomic, racial-ethnic, and language groups. This book examines several nationally representative senior high school student cohorts between the early 1970s to early 1990s to understand trends in the mathematics scores of these different racial-ethnic groups, and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps over time. The authors find that there were positive changes in some socioeconomic family background characteristics for black and Latino students, helping them narrow the gap with white students. Moreover, 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. Despite some beneficial changes for black and Latino students, inequalities persist. The authors point out the possibilities of various policies that address improving the socioeconomic and educational opportunities of students. Policymakers should think in more creative, coordinated, and comprehensive ways if the nation is to more effectively address student achievement gaps. 648 7 1900-1999|2fast 650 0 Mathematics|xStudy and teaching|zUnited States |xEvaluation. 650 0 Mathematics|xStudy and teaching|zUnited States|xHistory |y20th century. 650 0 Mathematical ability|xTesting. 650 0 Minorities|xEducation|zUnited States|xEvaluation. 650 7 Mathematical ability|xTesting.|2fast|0(OCoLC)fst01012061 650 7 Mathematics|xStudy and teaching.|2fast|0(OCoLC)fst01012236 650 7 Mathematics|xStudy and teaching|xEvaluation.|2fast |0(OCoLC)fst01012245 650 7 Minorities|xEducation|xEvaluation.|2fast |0(OCoLC)fst01023122 651 7 United States.|2fast|0(OCoLC)fst01204155 655 7 History.|2fast|0(OCoLC)fst01411628 700 1 Berends, Mark,|d1962- 776 08 |iPrint version:|tExamining gaps in mathematics achievement among racial-ethnic groups, 1972-1992 |z0833036904|w(DLC) 2004023042|w(OCoLC)56733529 914 ocm61272121 994 92|bCKE
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