Educators' Perspectives on Closing the Mathematics Achievement Gap in Fifth-Grade Mathematics Classrooms

Extensive research has affirmed a mathematics achievement gap between African and European American students. However, little is known about factors associated with narrowing or closing this gap. This information is crucial because the achievement gap in mathematics negatively affects the educational and employment futures of African American students. The purpose of this qualitative case study was to determine what school and teacher factors have led to narrowing the mathematics achievement gap in fifth-grade between African and European American students. Attribution and expectancy theories formed the conceptual framework for the study. This study addressed two research questions involving the exploration of school and teacher factors that contributed to narrowing the mathematics achievement gap and identifying common themes and factors that were influential in narrowing the gap as described by teachers who were successful in increasing the mathematics achievement of African American students and the mathematics achievement gap in fifth-grade. Interview, survey, and classroom observation data were analyzed and then coded to identify emergent themes within the case. The findings of this case study revealed that intervention, collaboration, various instructional strategies, and setting high standards can lead to increased mathematics achievement for African American students and the narrowing of the mathematics achievement gap in fifth-grade. Implications for positive social change include expanding the knowledge of strategies and skills that positively impact the mathematics achievement of African American students. Application of these strategies can lead to enhanced student achievement and the narrowing of the mathematics achievement gap.