Overreliance on dominant outcomes constrains learning and mathematical identity of students of color¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Focusing solely on dominant outcomes such as standardized test scores can constrain the learning and performance of students of color and limit the power of CRSE. → Rebecca Colina Neri 2024

Evidence¶

Rebecca Colina Neri 2024¶

Rebecca Colina Neri, Jahneille Cunningham, and Carlos Sandoval. (2024). Reframing Outcomes of Culturally Responsive and Sustaining Education in Mathematics. WestEd brief. https://eric.ed.gov/?id=ED673572

q1 · i? · theoretical · r2

Theoretical argument in the brief's opening section, citing prior literature (Aronson & Laughter, 2016; Cunningham, 2019; González et al., 2006). The brief offers no new empirical data for this assertion; it attributes the claim to cited research on equitable mathematics learning.

"Focusing solely on dominant outcomes (e.g., standardized test scores, graduation rates, grade point averages) can constrain the learning and performance of students of color and limit the power of CRSE"

Discussion¶

Learner Variables¶

• Race and Ethnicity — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Research suggests that using culturally responsive and sustaining education practices in mathematics can enhance learning and academic success — related
• Analyzing practical-measure data across student groups helps teachers tailor CRSE instruction — related
• Racial, ethnic, and cultural identity development emerged as the core need for students of color beyond academic subjects — related
• Productive discourse practices correlate with improved performance on standardized tests of reasoning — related