Many studies included indications of adolescents' race or ethnic background in their examination of predictors of academic achievement. The majority of these studies consistently found that Black and Hispanic adolescents were more likely than Whites to have lower academic achievement performance, on average, in various subjects. For example, Guo (1998), in an analysis of NLSY, found that Blacks scored significantly lower than Whites on the achievement tests, after controlling for a number of background characteristics. McNeal (1999) found that Black and Hispanic adolescents had lower levels of science achievement than White adolescents, where as there was no difference in science achievement between Asian and White students. These relationships were found in a national sample after controlling for students' gender, SES, prior achievement, GPA, hours worked, hours of homework, history of grade repetition, and family structure. Further, support comes from Felgin (1995), who also found lower math and verbal achievement among Blacks and Hispanics than among Whites in a national sample. However, unlike McNeal (1999), Felgin (1995) did find a difference between Asian and White students, with Asian youth having higher levels of mathematics achievement than Whites. Lower levels of achievement among Blacks and Hispanics than among Whites were also documented in the Jordan and Nettles (1999) study and the Gamoran (1992) study noted above, both of which examined national samples of adolescent students. Further, although most of these studies found that differences in the SES, levels of parental education, and other experiences of adolescents from different groups accounted for much of the differences in achievement between racial and ethnic groups, these differences remained significant even after these controls were added.