Race and Teacher Evaluations as Predictors of Algebra Placement

View More View Less
  • 1 North Carolina State University

This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.

Contributor Notes

Valerie N. Faulkner, College of Education, North Carolina State University, 317K Poe Hall, Raleigh, NC 27695; vffaulkn@ncsu.edu

Lee V. Stiff, College of Education, North Carolina State University, 326D Poe Hall, Raleigh, NC 27695; lee_stiff@ncsu.edu

Patricia L. Marshall, College of Education, North Carolina State University, 602H Poe Hall, Raleigh, NC 27695; plmarsha@ncsu.edu

John Nietfeld, College of Education, North Carolina State University, 602D Poe Hall, Raleigh, NC 27695; john_nietfeld@ncsu.edu

Cathy L. Crossland, College of Education, North Carolina State University, 528H Poe Hall, Raleigh, NC 27695; cathy_crossland@ncsu.edu

(Corresponding author is Faulkner vffaulkn@ncsu.edu)(Corresponding author is Stiff lee_stiff@ncsu.edu)(Corresponding author is Marshall plmarsha@ncsu.edu)(Corresponding author is Nietfeld john_nietfeld@ncsu.edu)(Corresponding author is Crossland cathy_crossland@ncsu.edu)
Journal for Research in Mathematics Education

Metrics

All Time Past Year Past 30 Days
Abstract Views 7 7 7
Full Text Views 0 0 0
PDF Downloads 0 0 0
EPUB Downloads 0 0 0