This study explored the effects of race, gender, school poverty concentration, and students’, as well as their perception of their peers’, educational values on mathematics achievement, controlling for prior mathematics achievement and highest level of mathematics taken. The study included data from the final sample of the ELS, which consisted of 752 schools and 15,362 students, their parents, and each students’ mathematics and English teacher.
The researcher extracted relevant questions from the ELS Student Questionnaire to create a subscale that measured students’ educational values and their perceptions of their peers’ educational values. Reliability testing ensured internal consistency and reliability of the constructed scales.
The researcher used a path analysis to investigate the relative effect each of the predictor variables had on mathematics achievement. The overall findings provided insight into the effect race and school poverty concentration had on the mathematics achievement of this population, as well as whether the educational values of students or their peers moderated these effects.
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