A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status
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The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and socioeconomic status in the years 2004, 2007, and 2010. The guiding research question was: ?What are the differences in mathematics achievement by mathematical objective as depicted by the Texas achievement tests during the years 2004, 2007, and 2010. To respond to the guiding research question, three independent studies were performed to examine race/ethnicity, gender, and socioeconomic status individually by mathematical objective. Statistical analysis of variance (ANOVA) tests were performed for race/ethnicity and socioeconomic status at a .05 level of significance. Independent samples t tests were administered to determine differences across gender. For study one, statistically significant differences of objective means were identified across every grade and objective with the exception of objective five (probability and statistics) in grade seven between Asian American students and African American students. Study two examined gender and found that no statistically significant differences exist between male and female students. The findings of study two identified that male students were scoring slightly higher across most objectives in 2004, but by 2010 scores between male and female students were more equivalent with male students scoring slightly higher in grades three through five and female students scoring slightly higher in grades six through eight. Study three examined TAKS mathematics data across socioeconomic identifiers and found that significant differences were mostly found in grade three across all objectives between students not identified as economically disadvantaged and students receiving free meals. After grade three, the number of significant differences drastically decreases with all objectives except for objective six (mathematical processes and tools). Significant differences were present across race/ethnicity and across socioeconomic status, but not across gender. An examination of within group data did not identify any statistical significance.
Fox, Brandon (2011). A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. Doctoral dissertation, Texas A&M University. Available electronically from