Self-concept in mathematics is of great import in the achievement gap between males and females because it has been found to be deeply related to future achievement and activity choices. Mathematic self-concept is a reflection of an individual’s evaluation of their ability in mathematics. Numerous studies have linked high mathematics self-concepts to higher levels of future achievement. For example, in a study exploring factors that impact achievement in mathematics, it was revealed that confidence in mathematics and attitude towards it, both self-concept related factors, were the two strongest predictors of mathematics achievement for males and females (Ercikan, McCreith, & Lapointe, 2010). Herein, high levels of confidence in mathematics and positive attitudes towards the subject tended to have higher achievement scores. Self-concept has also been found to be a strong predictor of course selection in secondary school (Marsh & Yeung, 1997). Continue reading
Author: Grace Connolly
This past week, the news broke of the infinitesimally small percentage of black and hispanic students who gained admittance in the upcoming school year to Stuyvesant, New York’s most selective and prestigious of the specialized public high schools. Stuyvesant and seven other schools are a part of a specific system wherein admission is solely determined by an entrance exam known as the SHSAT. Although only 4% of the test takers qualify for entrance to Stuyvesant, of the 895 admissions granted this year, only 7 of those students are black. This blatant disparity illuminates the issue of segregation that continues to plague New York City, and schools across the nation.
The practice of tracking is nearly omnipresent in the American education system as it is today. Tracking is the practice of separating students into different classes based on academic ability. While many schools may report that they do not use tracking, the majority of teachers admit that they group students within classrooms by ability, which is a milder version of tracking. The problem with tracking is that it exacerbates the achievement gap because minority students are disproportionately placed in lower tracks.
The achievement gap is a widespread problem in the United States, and it can be witnessed in schools across the nation. I will be exploring the achievement gap in my own school district. I grew up in Falmouth, Maine, and I attended the public school system in Falmouth and I will be exploring the extent of the achievement gap at Falmouth. Continue reading