How Changes in Families and Schools Are Related to Trends in Black-White Test Scores

Autor/inn/en	Berends, Mark; Lucas, Samuel R.; Penaloza, Roberto V.
Titel	How Changes in Families and Schools Are Related to Trends in Black-White Test Scores
Quelle	In: Sociology of Education, 81 (2008) 4, S.313-344 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/003804070808100401
Schlagwörter	Family Characteristics; Mathematics Achievement; Academic Achievement; White Students; African American Students; Scores; Achievement Gap; High School Seniors; Family Influence; Educational Environment; Institutional Characteristics; Racial Differences; Racial Composition; Socioeconomic Status; Equal Education; Longitudinal Studies; Private Schools; Parent Influence; Educational Attainment; High Schools; Track System (Education); National Assessment of Educational Progress; National Longitudinal Study of the High School Class of 1972 + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Private school; Privatschule; Bildungsabschluss; Bildungsgut; High school; Oberschule; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Through several decades of research, a great deal has been written about trends in black-white test scores and the factors that may explain the gaps in different subject areas. Only a few studies have examined the changing relationships between gaps in students' test scores and family and school measures in nationally representative data over several periods. This article builds on this previous work and addresses some of its limitations by analyzing nationally representative data in 1972, 1982, 1992, and 2004 that provide consistent measures of high school seniors' mathematics achievement and several school and family measures. Together, these databases for four cohorts of high school seniors provide the opportunity to analyze associations between the gaps in black-white test scores and changes in family background and school characteristics (in terms of both changes in means and coefficients). The analyses reveal positive changes for black students relative to white students between 1972 and 2004, such as improvement in some socioeconomic family background characteristics. Yet, some school conditions (racial/ethnic and socioeconomic composition) did not improve for black students, and despite some beneficial changes, inequalities persist. (Contains 5 figures, 4 tables, and 7 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10