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• W1542214339 abstract "Part of a larger research project involving the study of mathematics achievement of middle and high school students in Tennessee, this report analyzes said achievement in terms of school locale and the percentage of disadvantaged (pdisadv) students enrolled in the school. Schools were designated as Rural, Large Central City, and Other Nonrural. Socioeconomic Status (SES) was determined by the percentage of students receiving federally subsidized free and reduced lunch. Schools were then placed into one of three economic categories: Low to moderate pdisadv (less than 50 percent of students receiving free or reduced lunch), High pdisadv (50-74.99 percent), or Highest (75 percent or greater). The findings involving SES and achievement were as expected, the higher the percentage of disadvantage, the lower the achievement. Interesting results involving locale as well as the intersection between locale and SES were also discovered. If a student is poor, the data suggests, it is better, in terms of mathematics achievement, to be rural. The possibility exists that close-knit, economically disadvantaged rural locales offer a sense of community not found in other economically disadvantaged locales which enables rural students to achieve at a higher level mathematically than their nonrural peers. With the advent of the National Science Foundation (NSF)-funded Appalachian Cooperative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM), a more focused look at the intersection of mathematics and rural education has begun. Recent studies in the area of rural mathematics have shown that rural areas are not lagging behind nonrural schools in terms of mathematics. Winters (2003) found rural schools outscoring nonrural schools on three separate mathematics achievement measurement instruments (Tennessee Comprehensive Assessment Program (TCAP), Gateway Algebra Test, and ACT) in Tennessee. Examining mathematics achievement in rural Ohio, researchers found that when accounting for the socioeconomic status (SES) of the schools, rural Appalachian districts’ mathematics achievement levels were at the same level as other nonrural districts in the state (Howley, Howley, & Hopkins, 2003). This article will disseminate the findings of a 2004 study with regards to mathematics achievement and school locale in the state of Tennessee (Hopkins, 2004)." @default.
• W1542214339 created "2016-06-24" @default.
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• W1542214339 date "2005-10-01" @default.
• W1542214339 modified "2023-09-28" @default.
• W1542214339 title "If You Are Poor, It is Better to be Rural: A Study of Mathematics Achievement in Tennessee" @default.
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