1. 1 1996 NAEP Grade 4 Math by Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

2. 2 2007 NAEP Grade 4 Math by Race/Ethnicity, Nation Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

3. 3 NAEP Grade 4 Math Low-Income Students, Nation 1996 compared to 2007 Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/

4. 4

5. Source: Texas Education Agency, www.tea.state.tx.us Statewide passing rates on the Texas Algebra I End-of-Course Exam for selected subpopulations: 1996–2002 Chart 7 Charles A. Dana Center UT Austin

6. 1999 Third International Mathematics and Science Study-Repeat: Grade 8 (Mathematics) Chart 3 Charles A. Dana Center UT Austin

7. 7 8th Grade Overall Scale Score 270285 286298

8. 8 8th Grade White 287291 300 305

9. 9 8th Grade Black 253264 271272

10. 10 8th Grade Hispanic 256263264270277 282

11. 11 8th Grade Eligible for National School Lunch Program 257268275 DS – reporting standards not met

12. 12 8th Grade White – Basic 78%81%90%84% 91%

13. 13 8th Grade Black – Basic 38%54%64%56% 64%

14. 14 8th Grade Hispanic – Basic 44%59%70% 74% 54%

15. 15 8th Grade White – Proficient 39% 58% 42%53%40%

16. 16 8th Grade Black – Proficient 10% 16% 15%16%13%

17. 17 8th Grade Hispanic – Proficient 13%28%19%23%10%

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22. 22 2007 NAEP Trial Urban District Assessment Mathematics 4 th Grade Average Scale Score

23. 23 2007 NAEP Trial Urban District Assessment Mathematics 8 th Grade Average Scale Score

24. 24 There are 8566 African American kids graduating from schools where none of the African American graduates is college ready. 506 African American kids graduated from schools where 30-40% of the African American graduates are college ready. Opportunities for African Americans

25. 25 Opportunities for Hispanics

26. 26 Opportunities for Whites

27. Aspects of Motivation A desire to be competent at math (as opposed to deidentification or divestment). (Competence Valuation) A belief that math competence can be developed over time (is malleable, not fixed). (Implicit Theory) An ascription of math success and failure to task-specific causes (e.g., effort), rather than global causes (intelligence or lack thereof). (Attribution) A perception that one’s competence at math is increasing (not necessarily that it is high, which is clearly out of reach for many, and highlights a normative rather than an intrapersonal standard of evaluation). (Perceived Competence) A commitment to pursuing competence without trying to avoid incompetence (specifically, the pursuit of mastery- approach goals without the pursuit of mastery-avoidance or performance- avoidance goals). (Achievement Goal) A feeling of interest in and enjoyment of math (Intrinsic Motivation -- subjective). A decision to continue in math (Intrinsic Motivation -- behavioral). 27