Structural Inequities and Mathematics Achievement in Alabama Public Schools

Le résumé fourni par la source

Demographic disparities in mathematics proficiency have been a persistent issue in the United States public schools for the entire history of the public school system. Previous research suggests that schools serving predominantly minority students often face challenges related to fewer certified teachers and lower mathematical achievement levels. This paper investigates how school demographic composition and socioeconomic conditions are associated with differences in mathematics achievement across Alabama public schools. Focusing on the relationship between school demographics and teacher qualifications, it examines how racial composition and economic disadvantage impact student outcomes. Data on mathematics proficiency, teacher certification, experience, and school demographics were analyzed. T-test results revealed significant differences in mathematics achievement between students attending predominantly white schools and those attending predominantly schools serving historically marginalized populations, including schools serving large proportions of economically disadvantaged students. Although linear regression showed a weak overall correlation between teacher experience and proficiency, the relationship between teacher certification and student performance was significantly different from zero, suggesting a meaningful connection.

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