Socioeconomic background is one of the strongest, best-established predictors of a student’s academic achievement (Claro, Paunesku, & Dweck, 2016). The purpose of this study was to conclude the difference in mathematics achievement levels based on socioeconomic status determined by the concentration of free and reduced price meal rates in elementary schools grades K-4. Identification of specific mathematics achievement gaps could lead to a more individualized program of instruction and increased awareness of professional learning needs at instructional sites. To recognize if there was a difference in mathematical achievement levels based on socioeconomic concentration, three quantitative research questions were asked as part of this study. Data were used to apply a t-test to document significance. The t-test results exposed a statistical significance between mathematics achievement levels of students attending elementary schools with a free and reduced price meal population above 70% compared to K-4 elementary schools with a free and reduced price meal population below 30% on beginning-of-the-year and end-of-the-year diagnostic assessment. The t-test results did not result in a statistical difference in growth rate students attending elementary schools with a free and reduced price meal population above 70% compared to K-4 elementary schools with a free and reduced price meal population below 30%.
|Commitee:||Anderson, Jason, St. John, Amy|
|School Location:||United States -- Missouri|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational evaluation|
|Keywords:||Academic Achievement, Achievement Gaps, Mathematics Achievement|
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