TY  - CHAP
AB  - Purpose – This chapter focuses on the family and school influences on the achievement gaps in math and reading by gender, race, and nativity.Methodology – With the longitudinal data from the National Education Longitudinal Studies, this chapter uses panel data technique to model for the changes of the achievement from the three time points of observation, 8th grade, 10th grade, and 12th grade. This study proposes the concept of “low-level constrained curriculum” to characterize the curriculum structure that leads to the universal low level of course taking among students within the same school.Findings – The analysis shows that this kind of curriculum structure has the most damaging effect on individual students' math achievement outcomes. For the analysis on parental involvement, the results show that school involvement is more effective than home involvement for math achievement, but not for reading. Domain-specific parental involvement is more important than general parental involvement for both math and reading. These findings have important theoretical and policy implications.
VL  - 14
SN  - 978-1-78052-075-9, 978-1-78052-074-2/1537-4661
DO  - 10.1108/S1537-4661(2011)0000014008
UR  - https://doi.org/10.1108/S1537-4661(2011)0000014008
AU  - Ma Yingyi
ED  - Loretta E. Bass
ED  - David A. Kinney
PY  - 2011
Y1  - 2011/01/01
TI  - Math and Reading Achievement Gaps – New Insights to Old Problems
T2  - The Well-Being, Peer Cultures and Rights of Children
T3  - Sociological Studies of Children and Youth
PB  - Emerald Group Publishing Limited
SP  - 51
EP  - 74
Y2  - 2024/05/10
ER  -