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• W2157963600 endingPage "69" @default.
• W2157963600 startingPage "47" @default.
• W2157963600 abstract "Using data from the National Education Longitudinal Study, this study investigated differences in the mathematics course taking of white and black students. Because of lower levels of achievement, prior course taking, and lower socioeconomic status, black students are much more likely than are white students to be enrolled in low-track mathematics courses by the 10th grade. Using multilevel models for categorical outcomes, the study found that the black-white gap in mathematics course taking is the greatest in integrated schools where black students are in the minority and cannot be entirely accounted for by individual-level differences in the course-taking qualifications or family backgrounds of white and black students. This finding was obscured in prior research by the failure to model course taking adequately between and within schools. Course placement policies and enrollment patterns should be monitored to ensure effective schooling for all students." @default.
• W2157963600 created "2016-06-24" @default.
• W2157963600 creator A5020935531 @default.
• W2157963600 date "2009-01-01" @default.
• W2157963600 modified "2023-10-18" @default.
• W2157963600 title "The Black-White Gap in Mathematics Course Taking" @default.
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• W2157963600 doi "https://doi.org/10.1177/003804070908200103" @default.
• W2157963600 hasPublicationYear "2009" @default.
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