Navigating the Path to Mathematics Success: Exploring Academic Performance and Exclusionary School Discipline Among Black Students.
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| Title: | Navigating the Path to Mathematics Success: Exploring Academic Performance and Exclusionary School Discipline Among Black Students. |
|---|---|
| Authors: | Gooden, Micayla1 (AUTHOR) mgooden@tamu.edu, Johnson, Virginia Redwine1 (AUTHOR), Crawford, Aminah1 (AUTHOR), Williams, John A.1 (AUTHOR) |
| Source: | School Science & Mathematics. Aug2026, Vol. 126 Issue 4, p391-402. 12p. |
| Subject Terms: | *Black students, *Mathematical ability, *Academic achievement, *School discipline, *Early intervention (Education), *Educational equalization, Gender differences (Sociology) |
| Geographic Terms: | Texas |
| Abstract: | This study examines the predictive relationships among early mathematics and reading achievement, school discipline, and later mathematics performance for Black students. Using path analysis, we analyze a cohort of 36,668 Black students in Texas public schools from fourth to seventh grade. Findings reveal that fourth‐grade mathematics achievement is the strongest predictor of seventh‐grade mathematics performance, followed by reading achievement. Notably, school discipline negatively affects long‐term academic outcomes, with higher rates of exclusionary discipline linked to lower mathematics achievement. Additionally, students with stronger early mathematics skills were less likely to receive disciplinary infractions, suggesting a reciprocal relationship between academic success and behavioral outcomes. The analysis also reveals gender differences, with early mathematics achievement having a stronger influence on long‐term performance for Black boys, while reading achievement played a more significant role for Black girls. The study highlights the impact of exclusionary discipline, which disproportionately affects Black students by reducing instructional time and disrupting academic progress. Findings emphasize the need for early interventions that integrate asset‐based instructional practices, strengthen literacy and numeracy, and address discipline disparities. These insights inform educators and policymakers on reducing opportunity gaps and promoting equity in mathematics education. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195833937 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Navigating the Path to Mathematics Success: Exploring Academic Performance and Exclusionary School Discipline Among Black Students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gooden%2C+Micayla%22">Gooden, Micayla</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> mgooden@tamu.edu</i><br /><searchLink fieldCode="AR" term="%22Johnson%2C+Virginia+Redwine%22">Johnson, Virginia Redwine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Crawford%2C+Aminah%22">Crawford, Aminah</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Williams%2C+John+A%2E%22">Williams, John A.</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Aug2026, Vol. 126 Issue 4, p391-402. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Black+students%22">Black students</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22School+discipline%22">School discipline</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+differences+%28Sociology%29%22">Gender differences (Sociology)</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Texas%22">Texas</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examines the predictive relationships among early mathematics and reading achievement, school discipline, and later mathematics performance for Black students. Using path analysis, we analyze a cohort of 36,668 Black students in Texas public schools from fourth to seventh grade. Findings reveal that fourth‐grade mathematics achievement is the strongest predictor of seventh‐grade mathematics performance, followed by reading achievement. Notably, school discipline negatively affects long‐term academic outcomes, with higher rates of exclusionary discipline linked to lower mathematics achievement. Additionally, students with stronger early mathematics skills were less likely to receive disciplinary infractions, suggesting a reciprocal relationship between academic success and behavioral outcomes. The analysis also reveals gender differences, with early mathematics achievement having a stronger influence on long‐term performance for Black boys, while reading achievement played a more significant role for Black girls. The study highlights the impact of exclusionary discipline, which disproportionately affects Black students by reducing instructional time and disrupting academic progress. Findings emphasize the need for early interventions that integrate asset‐based instructional practices, strengthen literacy and numeracy, and address discipline disparities. These insights inform educators and policymakers on reducing opportunity gaps and promoting equity in mathematics education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ssm.18384 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 391 Subjects: – SubjectFull: Black students Type: general – SubjectFull: Mathematical ability Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: School discipline Type: general – SubjectFull: Early intervention (Education) Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Gender differences (Sociology) Type: general – SubjectFull: Texas Type: general Titles: – TitleFull: Navigating the Path to Mathematics Success: Exploring Academic Performance and Exclusionary School Discipline Among Black Students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gooden, Micayla – PersonEntity: Name: NameFull: Johnson, Virginia Redwine – PersonEntity: Name: NameFull: Crawford, Aminah – PersonEntity: Name: NameFull: Williams, John A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00366803 Numbering: – Type: volume Value: 126 – Type: issue Value: 4 Titles: – TitleFull: School Science & Mathematics Type: main |
| ResultId | 1 |
