Factors Affecting Mathematics Achievement for Students in Rural Schools

By Gene Bottoms and Kathleen Carpenter

The 2000 mathematics assessment data showed that many rural students were entering high school unprepared for college-preparatory mathematics. These students were graduating without the mathematics skills necessary to compete for good jobs or to enter into postsecondary education without having to complete remedial coursework. This research brief reviews the mathematics achievement of eighth- and 12th-graders in rural schools and looks at how course-taking patterns and classroom practices have affected achievement. The study found that fewer 12th-graders than eighth-graders were performing at the proficient level or above, that expectations were low, and that schools were not offering students the help and guidance they needed to succeed. The study also outlines strategies that schools can use to combat these problems and raise achievement.

Keywords: performance level, achievement, mathematics, course-taking patterns

(03V04) Price: $2 each/$1 each for 10 or more; 20 pages

Goal that it reflects: 5. All recent high school graduates have solid academic preparation and are ready for postsecondary education and a career.

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