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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
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 
648  7 1900-1999|2fast 
650  0 Mathematics|xStudy and teaching|zUnited States
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
650  7 Minorities|xEducation|xEvaluation.|2fast
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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