Compositional Effect of Economic, Social, and Cultural Status on Mathematics Achievement in U.S. High Schools

• In Event: 47.095 - MTCC Roundtable Session 19
  In Roundtable Session: 47.095-7 - Exploring Structural Inequalities in High Schools: Implications for Student Preparation, Completion, and Achievement

Abstract

This paper applied multi-level modeling techniques to examine the relationship between individual and school level factors on mathematics test scores in U.S. high schools. The analysis found school level Economic, Social and Cultural Status (ESCS) to have aggregate effect on individual mathematics achievement above and beyond the effect of individual SECS. Furthermore, school level ESCS was found to moderate the relationship between individual ESCS and mathematics achievement. Implications are discussed.

Author

• Eddie Partida, Claremont Graduate University