Variables related to mathematics achievement among black students

The mathematics achievement and attitudes of Black fourth- and eighth-grade students were the focus of a recent study. The effects of gender, economic status, self-concept, and learning style on achievement were examined, along with differences between the grade levels on each variable. Results obtained from testing the 251 Black students in the sample indicated that they were from economically stressed families and generally possessed negative attitudes toward mathematics. Predictive equations were developed for the mathematics achievement of both fourth- and eighth-grade Black students. Among fourth graders, mathematics attitude and economic status contributed significantly to the prediction of achievement. For eighth graders, the predictors were learning style and gender.