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Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite
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Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda – Gifted Child Quarterly, 2017
This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…
Descriptors: Achievement Gap, STEM Education, Longitudinal Studies, Minority Group Students
Opportunities for Learning Math in Elementary School: Implications for SES Disparities in Procedural and Conceptual Math Skills
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Bachman, Heather J.; Votruba-Drzal, Elizabeth; El Nokali, Nermeen E.; Castle Heatly, Melissa – American Educational Research Journal, 2015
The present study examined whether multiple opportunities to learn math were associated with smaller socioeconomic status (SES) disparities in fifth-grade math achievement using data from the NICHD Study of Early Child Care and Youth Development (SECCYD; N = 1,364). High amounts of procedural math instruction were associated with higher…
Descriptors: Elementary School Mathematics, Grade 5, Mathematics Achievement, Mathematics Instruction
Benefits of the Michiana Daily Mathtracks Programme for Students Living in Poverty
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Davies, Randall S.; Qudisat, Rasha M. – Educational Research and Evaluation, 2015
This paper summarizes results from a math intervention implemented in a high-poverty urban community. Over 7,300 students from kindergarten to 4th grade in 1 low-socioeconomic-status school district participated in the study. Students from 13 different schools (36 different classroom) participated in the treatment. Comparisons were made to…
Descriptors: Mathematics Instruction, Intervention, Poverty, Urban Areas
The Contribution of Mathematics Instructional Quality and Class Size to Student Achievement for Third Grade Students from Low Income Families
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Merritt, Eileen G.; Rimm-Kaufman, Sara E.; Berry, Robert Q.; Walkowiak, Temple A.; Larsen, Ross A. A. – Society for Research on Educational Effectiveness, 2011
Classroom observational measures can provide information about high quality student-teacher interactions, allowing researchers to consider the impacts of these practices on student outcomes. Such measures can take a "process-oriented approach" that considers the nature of interactions between teachers and students, such as the…
Descriptors: Achievement Gap, Class Size, Low Income Groups, Teacher Improvement