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Table T2. Mean math scores of 2009 ninth-graders, by math teachers' race/ethnicity and selected student and school characteristics: 2009
| 2009 ninth-graders' math teachers' race/ethnicity1 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Selected student and school characteristics | Total | Black, non-Hispanic | Hispanic | All other races, non-Hispanic | ||||||||
| Total | 55.5 | 49.1 | 50.9 | 56.1 | ||||||||
| Race/ethnicity1 | ||||||||||||
| American Indian or Alaska Native, non-Hispanic | 47.1 | ‡ | ‡ | 46.8 | ||||||||
| Asian, non-Hispanic | 66.7 | ‡ | ‡ | 66.5 | ||||||||
| Black, non-Hispanic | 48.3 | 45.0 | 41.4 | 49.4 | ||||||||
| Hispanic | 51.8 | 48.6 | 49.6 | 52.3 | ||||||||
| Native Hawaiian or other Pacific Islander, non-Hispanic | 56.3 | ‡ | ‡ | 56.3 | ||||||||
| White, non-Hispanic | 58.0 | 54.8 | 57.3 | 58.1 | ||||||||
| Two or more races, non-Hispanic | 55.0 | 51.5 | 53.3 | 55.3 | ||||||||
| School locale in 9th grade | ||||||||||||
| City | 55.2 | 46.7 | 50.1 | 56.1 | ||||||||
| Suburb | 56.9 | 52.9 | 51.1 | 57.6 | ||||||||
| Town | 51.9 | 41.3 | ‡ | 52.4 | ||||||||
| Rural | 55.5 | 52.0 | 52.4 | 55.9 | ||||||||
| Percent of students in school who are Black | ||||||||||||
| Less than 20 percent | 56.7 | 61.6 | 52.8 | 56.9 | ||||||||
| At least 20 percent but less than 50 percent | 53.3 | 51.1 | 42.8 | 54.3 | ||||||||
| At least 50 percent but less than 80 percent | 48.0 | ‡ | ‡ | 49.5 | ||||||||
| 80 percent or more | 46.0 | ‡ | ‡ | ‡ | ||||||||
| ‡ Reporting standards not met either because the standard error is greater than 50 percent of the estimate or because there were too few cases for a reliable estimate. | ||||||||||||
| 1Black includes African American; Hispanic includes Latino; and Two or more races includes persons having origins in one or more race. Race categories exclude persons of Hispanic ethnicity. | ||||||||||||
| NOTE: Estimates in this table pertain to fall 2009 ninth-graders. Estimates were weighted by W1MATHTCH. The mathematics teacher weight is used to produce subpopulation estimates for ninth-grade students enrolled in a mathematics course. The weight includes adjustments for school and student nonresponse as well as mathematics teacher nonresponse using only student characteristics. The mathematics assessment was designed to provide a measure of student achievement in algebraic reasoning. The test framework covers a representative cross-section of the major domains and key processes of algebra. For more information on the design of the assessment, see chapter 2 of High School Longitudinal Study of 2009 (HSLS:09) Base-Year to First Follow-Up Data File Documentation (Ingels et al. 2014). X2X1TXMSCR was used to estimate math scores. X2X1TXMSCR is the IRT-estimated number correct at the time of the Base Year assessment. The estimated number correct for math is an estimate of the number of items students would have answered correctly had they responded to all 118 items in the item pool. | ||||||||||||
| SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009 (HSLS:09). | ||||||||||||
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