Capitol News

Research conducted by Michigan State University scholars has shed light on the role of race and socioeconomic status (SES) in mathematics education inequalities. The study, led by University Distinguished Professor William Schmidt, analyzed these factors both separately and as a combined variable, yielding distinct conclusions.

"This study yielded astoundingly interesting results," said Schmidt. He emphasized that previous research often treated race and SES as separate variables, whereas this study considered them together to reveal new insights.

Published in the May 2024 issue of ZDM – Mathematics Education, the research explored 17 variables from six national data sets to assess the impact of race and SES on student performance. According to Schmidt, such comprehensive data is rarely available in education research.

The findings indicated that SES was "significantly" related to student performance at the district and school levels. In contrast, race did not significantly affect system or district-level performance but had a notable impact on individual student performance within schools.

"We know race and SES are related to each other," Schmidt explained. "And each is also related to student performance. This study examined the nuances of these relationships under different conditions and from different perspectives."

The researchers noted that students generally perform better in math when their school system prioritizes math learning—a concept they refer to as the district's zeitgeist. However, this emphasis is more common in higher SES systems.

Data analysis revealed that system-level SES was directly linked to student performance, while race at the individual level showed a statistically significant negative relationship with performance. The researchers introduced intersectionality groups combining race and SES into one variable for further examination.

Their analysis found disparities in homework time among different intersectionality groups. For instance, Black upper-middle-class students spent 45-50 hours less on math homework per year than their white counterparts despite having similar learning opportunities.

The study highlighted complex interactions between race and performance at the student level, challenging oversimplified theories about racial differences in education outcomes.

Schmidt acknowledged that while statistically significant, the results expose politically sensitive social issues. He suggested focusing policy efforts alongside future research to address educational inequalities effectively.

"Perhaps the study can guide us as to where to put our policy focus together with future research to better understand and, as a result, eliminate the inequalities that operate within the U.S. educational system," said Schmidt.