eprintid: 1573582
rev_number: 33
eprint_status: archive
userid: 608
dir: disk0/01/57/35/82
datestamp: 2017-09-15 14:01:12
lastmod: 2020-02-12 20:24:35
status_changed: 2017-09-15 14:01:12
type: article
metadata_visibility: show
creators_name: Zilanawala, A
creators_name: Martin, M
creators_name: Noguera, P
creators_name: Mincy, R
title: Math Achievement Trajectories Among Black Male Students in the Elementary- and Middle-School Years
ispublished: pub
divisions: UCL
divisions: A01
divisions: B16
divisions: B14
divisions: J81
keywords: Black education; Urban education; Quantitative research
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: In this article, we analyze the variation in math achievement trajectories of Black male students to understand the different ways these students successfully or unsuccessfully navigate schools and the school characteristics that are associated with their trajectories. Using longitudinal student-level data from a large urban US city (n = 7,039), we analyze Black male students from one cohort to identify trajectories. We find a lack of growth in standardized math scores, suggesting that, on average, math proficiency among Black male students in our sample is declining over time. We found that the 4th-grade standardized math scores of subsidized-lunch students were somewhat lower than those of nonsubsidized students and those of retained students were substantially lower than their counterparts. The average math score of a Black male student's cohort appears to be the only variable amenable to policy manipulation that has a sizeable association with the growth of their standardized math scores, suggesting that putting Black male students in more challenging learning environments may be the best way to increase math proficiency over time. By themselves, other policy decisions (reducing student mobility, teacher turnover, or special education classification; increasing attendance or spending on after-school programming; or hiring more qualified or experienced teachers) all appear to have no or negligible associations with growth in math scores.
date: 2018
date_type: published
publisher: Taylor & Francis
official_url: http://doi.org/10.1080/00131946.2017.1369414
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1420540
doi: 10.1080/00131946.2017.1369414
lyricists_name: Zilanawala, Afshin
lyricists_id: AZILA65
actors_name: Waragoda Vitharana, Nimal
actors_id: NWARR44
actors_role: owner
full_text_status: public
publication: Educational Studies
volume: 54
number: 2
pagerange: 143-164
issn: 0305-5698
citation:        Zilanawala, A;    Martin, M;    Noguera, P;    Mincy, R;      (2018)    Math Achievement Trajectories Among Black Male Students in the Elementary- and Middle-School Years.                   Educational Studies , 54  (2)   pp. 143-164.    10.1080/00131946.2017.1369414 <https://doi.org/10.1080/00131946.2017.1369414>.       Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/1573582/1/Zilanawala_Submission%20RNR2.pdf