High School Achievement Levels in Math, Language and Literacy

The general problem is that high school students demonstrate decreased achievement levels in mathematics and language arts literacy compared to middle school levels. An early study by Catsambis (1994) demonstrated that gender and racial differences account for some of this change due to a decrease in interest. For example, minority and female students, compared to white male students, report that they only take math classes when required and beyond this they are more interested in other subjects. Lack of opportunities and ability as well as other factors such as SES, family values, and personal interests affect this drop in math and language arts literacy achievement levels. Hamblin (2000) and Milburn (2001) pointed out that students are motivated when they are interested in the topic. High school students, particularly minority students may not be interested in mathematics or language arts literacy if these subjects are not viewed as relevant to career choices.

The impact of the problem is that once students complete required courses in mathematics and language arts, they may not chose to be exposed to extracurricular or additional coursework in these areas, that would maintain high levels of achievement. Mathematics and language arts test scores are dropping at Camden Charter Schools and this may be due to high school students having interest priorities in other areas.

The problem is that student test scores in

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ttitudes regarding mathematics and science careers were assessed. Catsambis (1994) found that eighth-grade students demonstrated that race rather than gender was related to differences in math achievement, with gender differences found in whites (girls received better grades). African American and Latino students were over represented in low-ability classes compared to high-ability classes; girls were found more often in high-ability classes. Thus females and whites had greater opportunities to learn math. Findings showed that fewer female students pursued mathematics and science careers by the eighth grade and positive female attitudes in high school were dependent on these earlier choices. These gender differences were found among all racial groups; female African American and Latino students were the least likely to pursue these careers and white male students were the most likely to. Findings also showed that male students with positive attitudes were more likely to enroll in extracurricular activities relevant to math, compared to females, with gender differences strongest in Latino students. Findings from 10th grade students showed equal exposure to learning experiences for genders but gender differences related t
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