Race, Class, and Gender Gaps in Math and Science Achievement

Transcription

1 Race, Class, and Gender Gaps in Math and Science Achievement Presentation by Katherine McClelland Department of Sociology Franklin and Marshall College

2 NAEP Math 2003 by Gender NAEP Math, Girls Boys 8th Grade Gap = 1 point th Grade 8th Grade Source:

3 NAEP Math, 2003, by Race/Ethnicity NAEP Math th Grade 8th Grade 8th Grade Gap = 35 Points 50 0 White Asian/PI Amer Ind Hispanic Black Race/Ethnicity Source:

4 NAEP MATH, 2003 by Parents Education NAEP Math: 8th Grade, College Grad Some College HS Grad LT HS Parents' Education 8th Grade 8th Grade Gap = 31 Points Source:

5 NAEP Math, 2003 by Free Lunch Eligibility NAEP Math: No Yes 8th Grade Gap = 26 Points th Grade 8th Grade Eligible for Free Lunch

6 NAEP 2000 Science Score by Gender NAEP Science: Girls Boys 8th Grade Gap=7 points; 12th Grade Gap=3 points Grade 4 Grade 8 Grade 12 Grade Source:

7 NAEP 2000 Science Score by Race/Ethnicity Grade 4 Grade 8 Grade 12 8th Grade Gap= 40 points 20 0 White Asian/PI Amer Ind Hispanic Black Race/Ethnicity Source:

8 NAEP 2000 Science Scores by Parents Education 2000 Science Scores Grade 8 Grade 12 8th Grade Gap= 32 points 0 College Grad Some College HS Grad LT HS Parents' Education Source:

9 NAEP 2000 Science Scores by Free Lunch Eligibility NAEP Science: No Yes 8th Grade Gap= 32 points 0 Grade 4 Grade 8 Grade 12 Grade Source:

10 Students Graduate From High School At Different Rates, % 87% 94% 91% 62% 0% (AGE 24) African American Asian Latino White Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2. Taken from Education Trust, Achievement in America, 2001; available at

11 Math and Science Classes of Mostly Minority Students Are More Often Taught by Underqualified Teachers 100% 86% 69% 54% 42% 0% % Non-White % White Certified in Field BA or BS in Field Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990). Taken from Education Trust, Achievement in America, 2001; available at

12 Classes in High Poverty High Schools More Often Taught by Underqualified* Teachers 50% 40% 28% 31% 14% 20% 19% 18% 16% 0% Math Science English Social Studies less than 20% Free Lunch greater than 49% Free Lunch *Teachers who lack a major or minor in the field Source: National Commission on Teaching and America s Future, What Matters Most: Teaching for America s Future (p.16) Taken from Education Trust, Achievement in America, 2001; available at

13 Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills % Teachers Who Spend a Lot of Time on Reasoning Skills High Poverty Schools 39% More Affluent Schools 55% Source: NAEP 1996 Math Data Tables (NCES, US Department of Education). Taken from Taken from Education Trust, Achievement in America, 2001; available at

14 African Americans Are Less Likely to Get Hands on Science 100% 37% 14% 63% 86% 0% African American Once A Week or More White Twice a Month or Less Source: NCES, NAEP Summary Data Tables, Taken from Education Trust, Achievement in America, 2001; available at

15 School Funding in PA, 2001 Per student funding gap, lowest poverty to highest poverty district: $1519 Per student funding gap, lowest minority to highest minority district:$756 In a classroom of 25 students, this would translate into a difference of $37,975 In an elementary school of 400 students, this would translate into a difference of $607,600 Source: Education Trust, The Funding Gap Report, Downloaded from

16 What Creates this gap? Reliance on local (primarily property) taxes as a main source of public school funding In PA, the state pays on average only 39.8% of combined state and local school revenues - that s 47th lowest in the nation. (2001) PA is one of only 12 states that provides NO additional state funding for high poverty districts Source: Education Trust, The Funding Gap, 2003.

17 But that s not the whole story..

18 Mount Royal School Baltimore, MD 77% Poverty 99% African American Highest 5th grade math results in the state (over 93% scoring at satisfactory level) Source: Maryland Department of Education Website.1999 Scores. From Education Trust, Achievement in America, 2001; available at

19 Kentucky Elementary Top 20 Schools Mathematics: Top 20 Includes 8 High Poverty* Schools Writing: Top 20 Includes 13 High Poverty* Schools *High Poverty is defined as greater than 40% free and reduced price lunch. Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report. Taken from Education Trust, Achievement in America, 2001; available at

20 All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and Academic Year African American Latino White Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through From the El Paso Collaborative for Academic Excellence. Taken from Education Trust, Achievement in America, 2001; available at

21 So how can we reconcile these findings? Look into the classroom..

22 Theories Explaining Class-Based Differences Teacher expectations Parental values and involvement Different learning styles Culture of Poverty Cultural and Social Capital (Bourdieu)

23 Theories Explaining Race and Ethnic Differences Parental Values and Expectations Teacher Expectations Different Learning Styles Primary and Secondary Cultural Differences

24 And perhaps one more: TRUST