Early Mathematics Performance and Achievement: Results of a Study Within a Large Suburban School System

Abstract

Over the last decade, scholars, foundations, and government institutions such as the National Science Foundation have analyzed and delineated the problem of the underrepresentation of non-Asian minorities in mathematics. Noting the racial/ethnic group discrepancies in mathematics course enrollment, mathematics achievement, and mathematics career choices, investigators have attempted to identify the factors that influence participation and success in mathematics. Most studies of racial/ ethnic group differences have focused on the senior high school experience, and on those factors operating in the social and school environments of high school students, that influence the mathematics participation and performance of minority1 students. Those studies examining the early school experiences of students report large discrepancies in the performance of minority and majority students at the elementary school level that continue to expand through the high school years. Researchers have examined a wide range of factors to determine their effect on differential participation and achievement in mathematics. In addition to such factors as students' racial/ethnic group, gender, and socioeconomic status (SES), studies have investigated many other student, parent, and school variables. The literature summarizing these studies suggests some important variables that should be considered when attempting to explain differential mathematics participation among majority and minority students. The following studies are illustrative of the prevailing research.