- Among the group of black male New York City public school students studied, math proficiency declined over time.
- How their classmates scored was the only variable potentially amenable to policy manipulation that had a significant association with increased scores for black male students. This suggests that challenging learning environments may be the best way to increase math proficiency over time.
- Six distinct performance trajectories emerged. Four remained relatively flat with slight declines over time. Two trajectories, accounting for 25 percent of students, included a steep increase or decrease during middle school years.
- Recommendations include: 1) Provide intensive academic support to 2nd and 5th graders performing below grade level; 2) Increase access to high-quality, diverse schools; 3) Enable schools to use and interpret the ARIS data system to carefully monitor progress.
Published by
- Center for Research on Fathers, Children and Family Wellbeing, Columbia University
- Metropolitan Center for Urban Education
- New York University