The Where and Why of Accelerated Middle-School Mathematics

Autor/inn/en	Peters, Scott J.; Carter, James A.
Titel	The Where and Why of Accelerated Middle-School Mathematics
Quelle	In: Gifted Child Quarterly, 67 (2023) 3, S.235-243 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, Scott J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862231168472
Schlagwörter	Acceleration (Education); Grade 8; Algebra; Geometry; Mathematics Achievement; Grade 7; Predictor Variables; Mathematics Instruction; Parent Education; Educational Attainment; School Districts; Eligibility; Middle School Students; Access to Education; Institutional Characteristics; White Students; Enrollment Trends; Student Characteristics; Equal Education; Socioeconomic Influences; Race; Racial Segregation; Hispanic American Students; Asian American Students; African American Students; Achievement Gap + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; School year 08; 8. Schuljahr; Schuljahr 08; Geometrie; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; Prädiktor; Mathematics lessons; Mathematikunterricht; Parents education; Elternbildung; Elternschule; Bildungsabschluss; Bildungsgut; School district; Schulbezirk; Eignung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Education; Access; Bildung; Zugang; Bildungszugang; Sozioökonomischer Faktor; Rasse; Abstammung; Rassentrennung; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Asian immigrant; United States; Asiatischer Einwanderer; USA; African Americans; Afroamerikaner
Abstract	Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of mathematics learning needs, some schools offer certain courses in earlier grades than is typical. In this study, we analyzed multiple, large, national datasets to understand which schools provide access to seventh-grade algebra and eighth-grade geometry. Next, we explored what factors predicted school-level access to those courses and the proportion of eligible students enrolled in either course. We found that access varies widely across, and even within, states and districts, with factors such as parental education and within-district economic segregation remaining predictive even after controlling for average school achievement. In general, predictors of the proportion of a school identified as gifted were weaker, but schools in more-segregated districts and those with larger proportions of White students enrolled did tend to enroll fewer students in either math course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01