Mathematical Achievement in Eighth Grade: Interstate and Racial Differences

23 Pages Posted: 26 May 2008 Last revised: 30 Jul 2010

See all articles by Victor R. Fuchs

Victor R. Fuchs

National Bureau of Economic Research (NBER)

Diane M. Reklis

affiliation not provided to SSRN

Date Written: June 1994

Abstract

The 1992 eighth grade mathematics test of the National Assessment of Educational Progress reveals a low average level of achievement, wide variation across states, and a large difference in average scores of white and black students. Multiple regression analysis across states indicates that the characteristics of children (such as readiness to learn in kindergarten) and of the households in which they live (such as mother's education) have much larger effects of NAEP test scores than do variables (such as the student/teacher ratio) that measure school characteristics. White-black differences in the levels of child and household variables account for much of the white- black difference in NAEP test scores.

Suggested Citation

Fuchs, Victor R. and Reklis, Diane M., Mathematical Achievement in Eighth Grade: Interstate and Racial Differences (June 1994). NBER Working Paper No. w4784. Available at SSRN: https://ssrn.com/abstract=1136106

Victor R. Fuchs (Contact Author)

National Bureau of Economic Research (NBER) ( email )

1050 Massachusetts Avenue
Cambridge, MA 02138
United States

Diane M. Reklis

affiliation not provided to SSRN

No Address Available

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