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EJ879928 - New Look at a Persistent Problem: Inequality, Mathematics Achievement, and Teaching

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ERIC #:	EJ879928
Title:	New Look at a Persistent Problem: Inequality, Mathematics Achievement, and Teaching
Authors:	Georges, Annie; Pallas, Aaron M.
Descriptors:	Mathematics Achievement; Teaching Methods; Ethnicity; Scores; Differences; Achievement Gap; Socioeconomic Status; Summer Programs; Item Response Theory; Models; Kindergarten; Grade 1
Source:	Journal of Educational Research, v103 n4 p274-290 2010
More Info: Help Peer Reviewed:	Yes
Publisher:	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Date:	2010-00-00
Pages:	17
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	The authors examined the relation of school-year teaching practices to SES and race/ethnic score gaps in mathematics by fitting an individual growth model with a representative sample drawn from the Early Childhood Longitudinal Study Kindergarten Cohort data. There were mixed findings. Teaching practices had uniform effects for all students, increasing their scores equally during the school year. Teaching mattered in maintaining proficiency during summer, although modestly. Specifically, practices emphasizing analytical and reasoning skills, thought among mathematics reformers to be most effective, were positively associated with summer learning among low-SES students. The authors explore possible reasons for the weak association between teaching practices and mathematics scores. (Contains 5 tables and 3 notes.)
Abstractor:	As Provided
Reference Count:	24

Note:	N/A
Identifiers:	Early Childhood Longitudinal Survey
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0022-0671
Audiences:	N/A
Languages:	English
Education Level:	Grade 1; Kindergarten
Direct Link:	http://heldref.metapress.com/openurl.asp?genre=article&id=doi:10.1080/00220670903382996

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