| The disparity in academic achievement between African American and White students in all levels of education has been one of the critical issues in education. The purpose of this study was to determine the influence of school, community, and family on African American and White students' on the 8 th grade mathematics scores on the Missouri Assessment Program (MAP). Data utilized in this study were on the Missouri Student Information System (MOSIS) and the Missouri Department of Elementary and Secondary Education from nine school districts participating in the voluntary transfer program. Multiple linear regression models in SPSS were used to analyze data for six models based on race/ethnicity, participation in the voluntary transfer program, and place of residence. The independent variables analyzed in each model were school (middle school population, percent of African American to White students, and per pupil expenditures); community (place of residence); and family (socioeconomic status) and these variables were correlated with the 8th grade mathematics scores on the MAP.;The findings revealed the influence of school factors, such as, number of students in a middle school, a high percentage of White students at a school, and the amount of money spent per student do not influence African American mathematics test scores. The findings also revealed the influence of number of students in a middle school, high percentage of White students at a school, per pupil expenditures, gender, and socioeconomic status were different for African American and White voluntary transfer students, living and attending schools in the city, and living and attending schools in the suburbs. The results of the study supported the influence of socioeconomic status on the mathematics scores of African American and White students both in the city and the suburbs. The results indicate further research needs to be conducted on the Black-White achievement gap in the St. Louis metropolitan area. |
