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
