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The association between socioeconomi...

East Tennessee State University.

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The association between socioeconomic status and high school mathematics scores and enrollment rates in Virginia public schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The association between socioeconomic status and high school mathematics scores and enrollment rates in Virginia public schools./
Author:	Johnson, Kathy A.
Description:	98 p.
Notes:	Adviser: Jasmine Renner.
Contained By:	Dissertation Abstracts International69-04A.
Subject:	Education, Curriculum and Instruction. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3308025
ISBN:	9780549591344

The association between socioeconomic status and high school mathematics scores and enrollment rates in Virginia public schools.
Johnson, Kathy A.

The association between socioeconomic status and high school mathematics scores and enrollment rates in Virginia public schools. - 98 p.

Adviser: Jasmine Renner.

Thesis (Ed.D.)--East Tennessee State University, 2008.

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).

ISBN: 9780549591344Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

The association between socioeconomic status and high school mathematics scores and enrollment rates in Virginia public schools.
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040 $a UMI $c UMI
100 1 $a Johnson, Kathy A. $3 1023313
245 1 4 $a The association between socioeconomic status and high school mathematics scores and enrollment rates in Virginia public schools.
300 $a 98 p.
500 $a Adviser: Jasmine Renner.
500 $a Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1266.
502 $a Thesis (Ed.D.)--East Tennessee State University, 2008.
520 $a 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).
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650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sociology of. $3 626654
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
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