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    An Examination of the Difference in Reading and Mathematics Achievement between Black and White Students in 1st, 3rd, and 5th Grades and its Relationship to Family, School, and Classroom Variables

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    Issue Date
    2015-05-31
    Author
    Niboro, Ray D.
    Publisher
    University of Kansas
    Format
    94 pages
    Type
    Dissertation
    Degree Level
    Ph.D.
    Discipline
    Psychology & Research in Education
    Rights
    Copyright held by the author.
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    Abstract
    White students typically score higher on average than Black students on reading and mathematics tests and this gap appears to grow larger as students get older. This study used data from the national Early Childhood Longitudinal Study (ECLS) to follow about 7,400 students from 1st to 3rd to 5th grade and examined their performance on ECLS’ standardized tests in reading and mathematics. Two sets of research questions were explored: 1) does the difference in mean performance increase across time?, and 2) does the difference in mean performance decrease when one controls for family, school and classroom variables? Analyses were conducted using a mixed analysis of variance and structural equation modeling techniques. Results found that the performance gap increased for reading from 1st to 3rd grade, but not from 3rd to 5th grade. For mathematics, the gap increased continuously from 1st to 3rd to 5th grades. The difference between mean scores in both reading and mathematics dropped substantially when family, school and classroom variables were taken into account.
    URI
    http://hdl.handle.net/1808/19509
    Collections
    • Dissertations [4475]
    • Education Dissertations and Theses [1065]

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    785-864-8983
    KU Libraries
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    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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