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Vol.4 , No. 6, Publication Date: Sep. 26, 2017, Page: 33-43
. Statewide data were obtained from the Texas Education Agency Public Education Information Management System on all high school boys for the 2004-2005 through the 2011-2012 school years. Inferential statistical procedures yielded statistically significant differences for all 8 school years. For each of the mathematics proficiency levels (i.e., Met Standard, Commended Performance, Higher Education Readiness Component), a stair-step effect was present. Asian boys outperformed White, Hispanic, and Black boys in all school years, with one exception in which Asian and White boys had similar proficiency levels. In all 8 school years, Black boys had the poorest mathematics achievement on each proficiency level, with Hispanic boys having the next poorest mathematics proficiency. Implications are discussed and suggestions for policy and practice are made.&picture=http://www.aascit.org/aascit/decorators/img/journal/910.jpg)
| [1] | Tamika Alford-Stephens, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
| [2] | John R. Slate, Department of Educational Leadership, Sam Houston State University, Huntsville, USA. |
Investigated in this study was the extent to which differences were present in overall mathematics achievement for Texas high school boys by their ethnicity/race (i.e., Asian, White, Hispanic, and Black). Statewide data were obtained from the Texas Education Agency Public Education Information Management System on all high school boys for the 2004-2005 through the 2011-2012 school years. Inferential statistical procedures yielded statistically significant differences for all 8 school years. For each of the mathematics proficiency levels (i.e., Met Standard, Commended Performance, Higher Education Readiness Component), a stair-step effect was present. Asian boys outperformed White, Hispanic, and Black boys in all school years, with one exception in which Asian and White boys had similar proficiency levels. In all 8 school years, Black boys had the poorest mathematics achievement on each proficiency level, with Hispanic boys having the next poorest mathematics proficiency. Implications are discussed and suggestions for policy and practice are made.
Keywords
Ethnicity/Race, Met Standard, Commended Performance, Higher Education Readiness Component
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