Factors predictive of mathematics achievement in white, black, and Hispanic 12th graders

In this study, a secondary analysis of the National Assessment of Educational Progress was conducted to provide insight into ethnic differences in 12th-grade math achievement. Using the 3 conditions model (3C model) of achievement as a guide, regression analyses showed ethnicity accounted for less than 5% of the Variance in math performance once indices of socioeconomic status, exposure to learning opportunities, and motivation were controlled. In contrast, Variables central to the 3C model accounted for 45%-50% of the variance. The implications of these results for theories of ethnic differences and for reform efforts are discussed. The findings suggest that schools can do a great deal to close achievement discrepancies among White, Black, and Hispanic students.