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).
","abstract_html":"<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>","abstract_has_math":false,"creators":["Johnson, Kathy A."],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2008,"date_issued":"2008-05-03T07:00:00Z","date_published":"2008-05-03T07:00:00Z","updated_at":"2026-07-24T02:21:03Z","subjects":["Mathematics","Economically Disadvantaged","Socioeconomic Status (SES)","Enrollment Rates","Ethnicity","Poverty","Educational Sociology","Social and Behavioral Sciences","Sociology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/1919","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Johnson, Kathy A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.issued","label":"Date","values":["2008-05-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - unrestricted"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD (Doctor of Education)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Mathematics","Economically Disadvantaged","Socioeconomic Status (SES)","Enrollment Rates","Ethnicity","Poverty","Educational Sociology","Social and Behavioral Sciences","Sociology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright by the authors."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dc.etsu.edu/context/etd/article/3271/viewcontent/JohnsonK010207f.pdf","https://dc.etsu.edu/etd/1919"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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).
"]},{"key":"dc:title","label":"Title","values":["The Association between Socioeconomic Status and High School Mathematics Scores and Enrollment Rates in Virginia Public Schools."]}]}],"canonical_facts":{"dc:creator":["Johnson, Kathy A."],"dc:date.issued":["2008-05-03T07:00:00Z"],"dc:description.abstract":["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).
"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3271/viewcontent/JohnsonK010207f.pdf","https://dc.etsu.edu/etd/1919"],"dc:rights":["Copyright by the authors."],"dc:subject":["Mathematics","Economically Disadvantaged","Socioeconomic Status (SES)","Enrollment Rates","Ethnicity","Poverty","Educational Sociology","Social and Behavioral Sciences","Sociology"],"dc:title":["The Association between Socioeconomic Status and High School Mathematics Scores and Enrollment Rates in Virginia Public Schools."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:21:03Z"}