Correlates of Mexican American Students' Standardized Test Scores: An Integrated Model Approach

Autor/inn/en	Morales, M. Cristina; Saenz, Rogelio
Titel	Correlates of Mexican American Students' Standardized Test Scores: An Integrated Model Approach
Quelle	In: Hispanic Journal of Behavioral Sciences, 29 (2007) 3, S.349-365 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0739-9863
DOI	10.1177/0739986307302176
Schlagwörter	Hispanic American Students; Evaluation Methods; Student Evaluation; Achievement Tests; Scores; Racial Differences; Cultural Differences; Socioeconomic Status; Socioeconomic Influences; White Students; Testing; Standardized Tests; Mexican Americans; Academic Achievement; Mathematics Tests; Mathematics Achievement + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rassenunterschied; Kultureller Unterschied; Socio-economic status; Sozioökonomischer Status; Sozioökonomischer Faktor; Standadised tests; Standardisierter Test; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The use of standardized testing to evaluate academic achievement is a widely debated topic. Despite controversies, standardized testing is used in all educational levels from elementary school to college entrance examinations. One of the ethnic groups particularly affected by this is the Mexican-origin population. An integrated model (individual, family, peer, and institutional factors) is used to enhance our understanding of the disparity in standardized mathematic test scores between Mexican-origin and White students. Findings show that socioeconomic status (SES) explains the majority of the gap in test scores. However, Whites reap more favorable returns to SES than do students of Mexican origin. Furthermore, if Mexican-origin students were to resemble their White peers in terms of generational status the gap in scores would widen. (Contains 2 tables and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10