Inscrição na biblioteca: Guest
Portal Digital Begell Biblioteca digital da Begell eBooks Diários Referências e Anais Coleções de pesquisa
Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.905 CiteScore™: 1.65

ISSN Imprimir: 1072-8325
ISSN On-line: 1940-431X

Volumes:
Volume 27, 2021 Volume 26, 2020 Volume 25, 2019 Volume 24, 2018 Volume 23, 2017 Volume 22, 2016 Volume 21, 2015 Volume 20, 2014 Volume 19, 2013 Volume 18, 2012 Volume 17, 2011 Volume 16, 2010 Volume 15, 2009 Volume 14, 2008 Volume 13, 2007 Volume 12, 2006 Volume 11, 2005 Volume 10, 2004 Volume 9, 2003 Volume 8, 2002 Volume 7, 2001 Volume 6, 2000 Volume 5, 1999 Volume 4, 1998 Volume 3, 1997 Volume 2, 1995 Volume 1, 1994

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v4.i2-3.50
pages 141-160

CONDITIONAL EQUITY METRICS AS TOOLS FOR EVALUATING EQUITY IN SCHOOLS AND EDUCATION SYSTEMS

Norman L. Webb
National Institute for Science Education, Wisconsin Center for Education Research, 1025 West Johnson St., Madison, WI53706

RESUMO

Conditional equity metrics (CEMs) report differences in performance among groups of students given one or more conditions under which that performance may have been influenced. CEMs are a tool for evaluating equity within a school or an education system that takes into account that differences among groups need to be interpreted under a variety of conditions. Most often group differences in learning by ethnicity and sex are reported as aggregated data or "bare" data without specifying the context and other factors under which the learning occurred. When the relevant conditions associated with learning are revealed, such as the type of curriculum or prior achievement, differences among groups can take on different meaning. Data from one high school are used to illustrate the value of CEMs in evaluating equity. Curriculum and prior achievement were used to consider differential mathematics performance on a multiple of outcome measures by ethnicity and sex. Whereas on the average blacks scored lower on all measures, when the curriculum was considered, blacks who had studied a reform mathematics curriculum had a higher mean performance on one measure than all ethnic groups who had studied a traditional mathematics curriculum. These differences could not be explained by prior achievement, thus strengthening the conclusions that high school experiences and the reform curriculum contributed to this finding.


Articles with similar content:

PATHS TO SUCCESS: AN EVALUATION OF THE GATEWAY TO HIGHER EDUCATION PROGRAM
Journal of Women and Minorities in Science and Engineering, Vol.4, 1998, issue 2&3
Ellen Wahl, Elisabeth Iler, Babette Moeller, Patricia B. Campbell, Daniel Light, Morton Slater, Harouna Ba
BLACK MALES AND EARLY MATH ACHIEVEMENT: AN EXAMINATION OF STUDENTS' STRENGTHS AND ROLE STRAIN WITH POLICY IMPLICATIONS
Journal of Women and Minorities in Science and Engineering, Vol.25, 2019, issue 4
Faheemah N. Mustafaa, Krystal L. Williams, Brian A. Burt
THE INFLUENCE OF LABORATORY INSTRUCTION ON SCIENCE ACHIEVEMENT AND ATTITUDE TOWARD SCIENCE ACROSS GENDER DIFFERENCES
Journal of Women and Minorities in Science and Engineering, Vol.8, 2002, issue 2
Michael P. Freedman
WOMEN AND THE ENGINEERING PROFESSION: THE STEREOTYPICAL ENGINEER
Journal of Women and Minorities in Science and Engineering, Vol.14, 2008, issue 2
Bahman Rezaie, Suzanne N. Cory
THE ACADEMIC SELF-CONCEPT OF AFRICAN AMERICAN AND LATINA(O) MEN AND WOMEN IN STEM MAJORS
Journal of Women and Minorities in Science and Engineering, Vol.14, 2008, issue 2
Lorelle L. Espinosa