This quantitative study examines systemic factors predicting math achievement for Black and Latino high school students in Chicagoland's 2025 graduating class, using public Illinois School Report Card data. It identifies teacher qualifications, chronic absenteeism, and school ratings as statistically significant predictors, confirming systemic inequities. The study advocates for structural policy reform, targeted teacher investment, and culturally responsive pedagogy to achieve equity and disrupt barriers for marginalized students.
","abstract_html":"<p>This quantitative study examines systemic factors predicting math achievement for Black and Latino high school students in Chicagoland's 2025 graduating class, using public Illinois School Report Card data. It identifies teacher qualifications, chronic absenteeism, and school ratings as statistically significant predictors, confirming systemic inequities. The study advocates for structural policy reform, targeted teacher investment, and culturally responsive pedagogy to achieve equity and disrupt barriers for marginalized students.</p>","abstract_has_math":false,"creators":["Etheridge, David Mikel"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Lynda Williams","Dr. Nina Nusbaum","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-04-01T07:00:00Z","date_published":"2026-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Black students","Latino students","mathematics achievement","post-COVID-19 learning loss","Illinois School Report Card","educational equity","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/952","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Lynda Williams","Dr. Nina Nusbaum","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Etheridge, David Mikel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-01-31T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Black students","Latino students","mathematics achievement","post-COVID-19 learning loss","Illinois School Report Card","educational equity","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/952"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This quantitative study examines systemic factors predicting math achievement for Black and Latino high school students in Chicagoland's 2025 graduating class, using public Illinois School Report Card data. It identifies teacher qualifications, chronic absenteeism, and school ratings as statistically significant predictors, confirming systemic inequities. The study advocates for structural policy reform, targeted teacher investment, and culturally responsive pedagogy to achieve equity and disrupt barriers for marginalized students.
"]},{"key":"dc:title","label":"Title","values":["Mathematics in Crisis: Predictors of Achievement for Black and Latino High School Students Post-COVID-19"]}]}],"canonical_facts":{"dc:contributor":["Dr. Lynda Williams","Dr. Nina Nusbaum","Dr. Harrington Gibson"],"dc:creator":["Etheridge, David Mikel"],"dc:date.available":["2026-01-31T08:00:00Z"],"dc:description.abstract":["This quantitative study examines systemic factors predicting math achievement for Black and Latino high school students in Chicagoland's 2025 graduating class, using public Illinois School Report Card data. It identifies teacher qualifications, chronic absenteeism, and school ratings as statistically significant predictors, confirming systemic inequities. The study advocates for structural policy reform, targeted teacher investment, and culturally responsive pedagogy to achieve equity and disrupt barriers for marginalized students.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/952"],"dc:subject":["Black students","Latino students","mathematics achievement","post-COVID-19 learning loss","Illinois School Report Card","educational equity","Educational Leadership"],"dc:title":["Mathematics in Crisis: Predictors of Achievement for Black and Latino High School Students Post-COVID-19"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}