Differences in mathematics achievement across race/ethnicity, gender, and school type: Investigating the effects on Black males' education and early career status.

摘要

This dissertation focuses on the mathematics quartile score differences found between race/ethnicity, gender and school type. It is based on evidence gathered from previous research and studies focusing on mathematics achievement differences. This study is a secondary analysis of the National Education Longitudinal Study of 1988 (NELS:88). The findings in this study support current research on the mathematics achievement differences between race/ethnicity, gender, and school type.;Chapter one discusses the purpose of the study and the importance of mathematics achievement on Blacks males' life trajectory. Chapter two provides a review of the literature and theoretical perspective used to support the research questions of the study. Chapter three explains the methodology of the original study and the methodology of the secondary study. Chapter 4 reports the findings of this study and Chapter five discusses the results and findings and implications for future research.;Overall, this dissertation suggests that there are significant differences in mathematics scores of Black males attending public, private, and Catholic schools. There were are significant differences found in mathematics quartile scores of eighth, tenth, and twelfth grade students between race/ethnicity, gender, and school type. School types are found to be predictors of mathematics quartile scores of Black males; Black males mathematics quartile scores were significantly higher in private and Catholic school than in public schools after controlling for socio-economic status.