Abstract
Abstract This integrative study of student socioeconomic status (SES), race, and gender focused on mathematics achievement derived from the Pennsylvania Educational Quality Assessment Program for the years 1981 through 1984. Analyses were conducted at the 5th, 8th and 11th grade levels. Replicable achievement differences in mathematics were observed across grade levels for student SES and race, but not for gender. White students were found to score higher than black students and achievement varied directly with student SES level. The only replicable interaction to emerge was a relatively weak but persistent SES by race effect that occurred for all analyses involving students attending low SES schools. This was a function of the fact that, although achievement increased across student SES level for both white and black students the increment tended to be slightly larger for white students. Supplementary analyses of mathematics achievement incorporating school SES, student SES, and race were also performed....
Published Version
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