Differential effects of the classroom on African American and non-African American's mathematics achievement.

ABSTRACT: We examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared to non-African American students, we found that teachers in the intervention condition had higher ratings on the

SUBMITTER: Schenke K 

PROVIDER: S-EPMC5560618 | biostudies-literature | 2017 Aug

REPOSITORIES: biostudies-literature