Identifying most significant predictors of low mathematics achievement in African American male middle school students

Kelley Adams

Date of Award

Winter 2013

Type

Dissertation

Major

Doctor of Education

Department

Counseling, Foundations & Leadership

First Advisor

Dr. Larry Beaty

Second Advisor

Dr. Camille Bryant

Third Advisor

Dr. Thomas McCormack

Abstract

Research has shown that African American males have been singled out due to the fact most local and national data of academic achievement finds the group to underachieve significantly (Garibaldi, 2007). The purpose of this study is to examine variables which significantly predict lower levels of math achievement in regards to African American males. This study also examines variables that predict low math achievement for African American males to determine the most significant of the predictors. This quantitative case study includes sixth, seventh, and eighth grade African American male subjects from a middle school in the Southeast. Socioeconomic status, attendance, tests, discipline, and residential data for the study were collected from a database. A hierarchical multiple regression analysis was conducted to determine the most significant of the independent variables. The independent variables consist of socioeconomic status (SES), absences, prior math achievement, In School Suspension (ISS) days, and residential zones; the dependent variable was math achievement, measured by Criterion-Referenced Competency Test (CRCT) scores. There are multiple predictors that educators utilize when identifying students who need supplemental instruction and opportunities. Some predictors are more significant than others. This study attempts to identify the most crucial predictors to assist educators in guiding instructional practices to help African American males at risk.

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