The success of black students in mathematics

The purpose of this study is to determine if there are barriers preventing black school-age students from success in mathematics; and to make recommendations to assist black students to succeed in this discipline. After reviewing relevant literature, two independent school districts in the Dallas-Fort Worth area were chosen to collect sample data. The sample consisted of black and white, male and female students only in grades six through seven. Math test scores from the Texas Assessment of Academic Skills (TAAS) test were collected from school personnel. Four hypotheses were tested using the multivariate analysis of variance (MANOVA) for effects due to race, sex, and the interaction of sex and race. The Texas Rank and Texas Learning Index of the Texas Assessment of Academic Skills test were used as covariates. An important finding of the study was that white female school-age students were most successful in the discipline of mathematics. The findings are noteworthy because educators can better assist black students to become successful in mathematics during the child's educational career.