Racial-Ethnic Differences at the Intersection of Math Course-taking and Achievement

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Unfulfilled Potential: High-Achieving Minority Students and the High School Achievement Gap in Math (2017, background): “…gap widens during high school for African American and Latino students who enter high schoolwith exceptionalmath abilities aswell as the degree towhich these disparities result from uneven opportunity structures (Bromberg & Theokas, 2014; Hedges & Nowell 1999; Riegle-Crumb & Grodsky, 2010)1.”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “The combination of low-quality teachers, limited school resources, and limited parental economic resources may partially explain why segregated schools perpetuate racial/ethnic educational disadvantages (Riegle-Crumb & Grodsky, 2010).”
Same‐Sex Parent Families and Children's Academic Achievement (2012, unknown): “…of children’s academic outcomes, including male and female differences (Buchmann, DiPrete, & McDaniel, 2008), race/ethnicity (Fryer & Levitt, 2004; Riegle-Crumb & Grodsky, 2010), age (Grissmer & Eiseman, 2008), primary language used in the home (Forget-Dubois et al., 2009), and parents’…”