Noble, Richard, IIIHill Morton, Crystal2024-01-222024-01-222013-01Noble, R., & Morton, C. H. (2013). African Americans and mathematics outcomes on national assessment of educational progress: Parental and individual influences. Journal of Child and Family Studies, 22, 30-37. http://dx.doi.org/10.1007/s10826-012-9640-yhttps://hdl.handle.net/1805/38116This study investigated within group differences between African American female and male students who participated in the 2009 National Assessment of Educational Progress mathematics assessment. Using results from participating states, we compare average scale scores of African American students based on home regulatory environment and interest in mathematics. Results indicated that African American male students who discussed studies 2–3 times a week scored higher than African American female students who discussed studies every day. In three states (Connecticut, Florida, and New Jersey), African American males who never or hardly ever discussed studies at home scored higher than African American males who never or hardly ever discussed studies at home in the state of Arkansas. In two states (Florida and New Jersey), African American males who discussed studies every few weeks scored higher than African American males who discussed studies every few weeks in Arkansas. In four states (Connecticut, Florida, Illinois, and New Jersey), the overall scale scores of African American males was higher than those of African American males in Arkansas. As a result of the findings, we present practical implications for parents of African American students.enAfrican AmericansmathematicsparentsNAEPmathematics education outcomesArticle