Evidence from Three National Studies

Abstract

Chapter Three, “Evidence from Three National Studies,” draws upon evidence from three studies employing nationally-representative samples of students and demonstrates that math efficacy and engagement decline at an accelerating rate across race and ethnicity, but the decline is sharper for low-income black and Hispanic students, suggesting that the same factor causing the decline in self-efficacy and engagement is a major factor contributing to or causing the persistence of the student achievement gap throughout the K-12 years. The pattern is not easily explained by theories that the achievement gap is due to the quality of schools and teachers experienced by black and Hispanic students. High-scoring students, including those who presumably attend high-quality schools and are taught by high-quality teachers, experience a similar decline in self-efficacy.