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Math Girls : The Invisibility of Black Girls in Mathematics Nicole M. Joseph

Partnering with students to support them in becoming educated, productive, and responsible citizens is at the core of the Virginia Department of Education’s mission, and I wonder how Black girls are experiencing this mission in their K-12 trajecto- ries. The 2015 NAEP mathematics data for Virgin- ia shows a 22-point and 30-point difference be- tween Black and White fourth- and eighth-graders respectively (National Center for Education Statis- tics). Although Board of Education President Billy K. Cannaday Jr. notes that the state board’s top priority is to continue to work toward narrowing and ultimately closing the achievement gap be-

tween Black and White students, I wonder what Virginia plans to do for its Black girls in particular. The 2015-2016 Virginia State Standards of Learn- ing (SOL) Assessment data shows the following pass rates for Black girls from third- through twelfth-grade (see Table 1). So just what is the state of Black girls’ experiences in mathematics in Virginia? It is diffi- cult to answer this question in part because most states rarely disaggregate their assessment data at intersections of race and gender, but also because there is a limited focus on contextualized studies that examine Black girls and their mathematics

Table 1. 2015-2016 Virginia State Standards of Learning (SOL) Assessment Pass Rate for Black Girls, 3 rd – 12 th 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 11 th

12 th

Black Girls

64.48%

73%

69.9%

74.15%

62.18%

71.60%

79.97%

72.32%

69.94%

67.03%

Source: Virginia SOL Assessment Build-A-Table (http://bi.virginia.gov/BuildATab/rdPage.aspx)

Virginia Mathematics Teacher vol. 44, no. 1

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