@inbook{10.7249/mg255edu.12,
 ISBN = {9780833036902},
 URL = {http://www.jstor.org/stable/10.7249/mg255edu.12},
 abstract = {Black and Latino students have made considerable achievement gains in the last couple of decades in narrowing the minority-nonminority test score gap. The convergence occurs across subject area tests (Campbell et al., 2000), and the gap has narrowed more in reading than in mathematics. In addition, there have been changes in family and school conditions over this period that are likely to be related to student achievement trends and the achievement gaps between minority and nonminority youth.In this chapter, we first present trends in the black-white and Latino-white mathematics score differences in the senior cohorts and compare them to},
 bookauthor = {Mark Berends and Samuel R. Lucas and Thomas Sullivan and R.J. Briggs},
 booktitle = {Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992},
 edition = {1},
 pages = {47--60},
 publisher = {RAND Corporation},
 title = {Trends in Mathematics Achievement, Family, and School Characteristics, 1972–1992},
 year = {2005}
}