The Association between Socioeconomic Status and High School Mathematics Scores and Enrollment Rates in Virginia Public Schools.

<p>The purpose of this study was to determine if socioeconomic status for the ethnic groups of white, black, Hispanic, and Asian is a significant indicator of mathematical performance and student participation in higher level courses. The SOL test scores of all high school mathematics students in Virginia for the 2005-2006 school year, their ethnic group membership, and their economically disadvantaged classification were as used to determine if such an association exists. Data provided by the Virginia Department of Education consisted of 113,786 Algebra I scores, 95,898 Geometry scores, and 68,944 Algebra II scores. Descriptive statistics, chi-square tests, and a Two-way ANOVA were used to determine the variables that were highly significant indicators of mathematical performance and enrollment (p<.001).</p>

Name thesis:degree_name

EdD (Doctor of Education)

Level thesis:degree_level

Dissertation - unrestricted

Discipline thesis:degree_discipline

Educational Leadership

Year dc:date.issued

2008

Author dc:creator

• Johnson, Kathy A.

• Mathematics
• Economically Disadvantaged
• Socioeconomic Status (SES)
• Enrollment Rates
• Ethnicity
• Poverty
• Educational Sociology
• Social and Behavioral Sciences
• Sociology

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/1919

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-3271