Middle school math key to minority success

URBANA, Ill., April 21 (UPI) -- A University of Illinois at Champaign-Urbana study indicated Tuesday emphasis on middle school math may boost urban African-American children's performance.

The University of Illinois at Chicago reported that Human and Community Development Assistant Professor Christy Lleras utilized information from the U.S. Department of Education's National Educational Longitudinal Study to evaluate the effects advanced math courses had on school behaviors and general achievement of public school students. The study followed more than 6,500 public school students' progression from eighth through 10th grade.

Lleras said students who take more advanced math and other advanced courses in middle school develop positive school-related behaviors, leading to even higher achievement.

Lleras said high-minority urban schools should not focus on teaching to tests as required by No Child Left Behind. Instead, she advocates smaller class size and improved teacher quality. She said promoting programs such as Head Start would reduce early childhood racial inequalities, as they positively impact students' engagement and behaviors.