Access, Achievement, and Academic Resilience: The Relationship between AVID and Black Student Participation in Advanced Placement Courses

The purpose of this study was to investigate the relationship between the AVID program and Black student Advanced Placement (AP) participation. Academic resilience was operationally defined in this study as the ability of a student to successfully complete advanced placement or international baccalaureate courses despite academic risk factors. This study hypothesized that a relationship exists between the participation of Black students in the AVID program and AP course completion. The participants were 9th grade Black students (N = 2,267) that participated in the High School Longitudinal Study of 2009/2012 (HSLS:09/12). To test the hypothesis of an association between AVID membership and AP course completion, the Goodman and Kruskal’s lambda was utilized. The study results suggest a statistically significant association between AVID participation and advanced placement course completion (λ = .58, p \u3c .0001). The interpretations and conclusions from this study provide implications for educational stakeholders

Closing the Gap or Reaching the Ceiling: An Exploratory Trend Analysis of The Black White Achievement Gap in Texas

The academic achievement gap is an intriguing issue in educational research across the nation, as well as one of the most serious problems facing the United States. Texas has shown tremendous success in narrowing the difference between the percentage of White students and students of color that pass the TAAS and TAKS over two consecutive decades. This study investigated identified evidence a “ceiling effect” may mediate the results of two decades of assessments in the state of Texas. The results suggest that the growth patterns for African American students pass rates were consistently larger than White student growth trajectories, but because the White students begin with substantially larger pass rates there growth was limited. This study yields significant implication for further research and subsequent testing administrations. Researchers suggest that efforts shift from “gap gazing” to “pattern praising” or the identification of positive achievement patterns that represent progress rather and emphasis on the deficit

A Critical Exploratory Analysis of Black Girls\u27 Achievement in 8th grade U.S. History

The purpose of this study was to utilize an ethnically homogeneous design to examine Black female student U.S. History content-specific knowledge. The study aims to elucidate the importance of single-group analyses as an alternative to between-group comparative designs. The present study utilized a critical, quantitative, descriptive research design to examine the achievement of Black girls in U.S. History from a strength-based and growth-focused perspective. The study contributes to the literature on Black girls’ achievement by applying a quantitative approach to intersectional research. This study utilized two subsamples of Black 8th grade girls from the 2006 and 2010 National Assessment of Educational Progress (N = 4,490). Mean differences in Black girls’ specialized U.S. History content knowledge were assessed using both descriptive statistics and an analysis of variance (ANOVA). The results indicate statistically significant growth overall, and on the democracy and world role domains. Data also indicate that scores on the democracy and culture domains were statistically significantly higher than scores on the technology and world role domains. This study provides implications for middle grades U.S. History achievement and the specific needs of Black girls

The Promise of the Taxonomy of Online Racism for Critical Race Media Literacy in Social Studies Education Research

The purpose of this article is to present an argument for the uptake of the online taxonomy of racism as an analytical framework for online analyses of racism to support the adoption of critical race media literacy (CRML) within social studies education. First, we provide an overview of the utility of the taxonomy of online racism. We then offer a discussion of how hashtag analysis is currently used to study racism in other fields and can be adapted for use among teacher educators, pre-service, and in-service social studies teachers. Then we present #hashtag content analysis as an exemplar for implementing the online taxonomy of racism to support social studies education research through CRMLwith implications for global contexts. Finally, we provide a call to action for critical social studies and multicultural education scholars

The Relationship between Middle Grades Algebra and Advanced Carnegie Credits: A QuantCrit Analysis

This study examines the impact of early Algebra I coursework on advanced Carnegie credits among 12th graders from diverse racial/ethnic backgrounds, using data from the NCES HSTS (1990-2019). Findings indicate that early Algebra students, particularly Black and Latinx, earn more advanced credits, revealing a widening gap in advanced course attainment. The study underscores the importance of early Algebra in college readiness and STEM preparation, highlighting the need for interventions to address educational disparities. Future research should explore additional factors influencing college readiness

Mathematics Mobility in the Middle Grades: Tracking the Odds of Completing Calculus

High school calculus has become indispensable for students seeking a college degree in a STEM field. However, in the present study, we argue that the mathematics opportunities that students seize (when afforded) in middle grades are the key to earning calculus credit in high school. To take calculus in high school, students usually need to take advanced mathematics in middle school to take the prerequisite courses. We analyzed the probability of earning credit in calculus based on a sample of (n =17,765) students and their eighth-grade mathematics courses. Using descriptive statistics and odds ratio effect sizes we found that taking advanced (i.e., algebra in eighth grade) mathematics courses greatly increased a student\u27s chances of earning calculus credit in high school. However, the results indicated that taking double advanced (i.e., geometry in eighth grade) only statistically significantly improved the odds of Asian students earning calculus credit in high school. While participating in double advanced mathematics statistically significantly lowered the odds of earning calculus credit compared to the advanced track for Black and Latinx students. These findings have major implications for providing equitable math instruction for all students, especially in light of the many math students who are tracked into courses with limited ways to earn the calculus credit necessary for STEM-related college and career success

Ignorance or Indifference? Seeking Excellence and Equity for Under-Represented Students of Color in Gifted Education

Lack of access to gifted education is prevalent, yet preventable for Black and Hispanic students. Years of data from the Office for Civil Rights and national reports reveal that deficit thinking, prejudice, and discrimination must be at work, thus compromising the educational experiences of gifted students of color. In this article, the authors share data on under-representation in the U.S., along with contributing factors and recommendations. They rail against both ignorance and indifference explanations, calling instead for accountability and deliberate efforts to desegregate gifted education with both excellence and equity as the driving force. We define equity as being fair, responsive, and impartial, especially for those who have the fewest resources and least advocacy, and who have experienced structural inequality due to historical exclusion.  We hope readers will learn from the U.S. context and use that which is relevant for their nation’s context

We Would If We Could: Examining Culturally Responsive Teaching Self-Efficacy in a Middle School Mathematics Methods Course

Despite mounting evidence of the pedagogical importance of culturally responsive teaching, many teachers do not implement culturally responsive practices in their classrooms. The purpose of this study was to investigate pre-service mathematics teachers’ culturally responsive teaching and outcome expectancy in order to inform teacher preparation in mathematics methods courses. Participants completed the Culturally Responsive Teaching Self-efficacy Scale (CRTSE) and the Culturally Response Teaching Outcome Expectancy (CRTOE) Scale. Results suggest that middle school mathematics teachers were only moderately efficacious in their ability to implement culturally responsive teaching practices, despite strong beliefs in the instructional utility of culturally responsive teaching practices

Reflecting Back to Forge the Path Forward

The JUME editorial team provides an update of the journal\u27s health and progress during the 2021 calendar year and discusses coming changes and opportunities for growth