The Black-White Achievement Gap Revisited

Autor/inn/en	Braun, Henry; Chapman, Lauren; Vezzu, Sailesh
Titel	The Black-White Achievement Gap Revisited
Quelle	In: Education Policy Analysis Archives, 18 (2010) 21, S.1-99 (99 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	African American Students; Test Results; Academic Achievement; Educational Change; Grade 8; Achievement Gap; White Students; Racial Differences; Equal Education; Trend Analysis; Mathematics Achievement; Poverty; Educational Policy; Achievement Gains; Federal Legislation; High Stakes Tests; Accountability; Curriculum; State Standards; Teacher Qualifications; Teacher Salaries; Teacher Certification; National Standards; California; Kentucky; Maryland; Michigan; New York; North Carolina; South Carolina; Tennessee; Texas; Virginia; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Bildungsreform; School year 08; 8. Schuljahr; Schuljahr 08; Rassenunterschied; Trendanalyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Armut; Politics of education; Bildungspolitik; Achievement gain; Leistungssteigerung; Bundesrecht; Verantwortung; Curricula; Lehrplan; Rahmenplan; Lehrqualifikation; Lehrerbesoldung; Lehrervergütung; Kalifornien
Abstract	This study examines trends in Black student achievement and in the Black-White achievement gap over the period 2000 to 2007, employing data from ten states drawn from the NAEP Grade 8 mathematics assessments. Results are obtained for three levels of aggregation: the state, school poverty stratum within the state, and schools within poverty stratum. In addition, information on the ten states' education policies for the period 1998 to 2005 was compiled. States relative ranks on the overall strength of their reform efforts were compared to their relative ranks with respect to their success in improving Black student achievement and in reducing the Black-White achievement gap. This study constitutes an extension of earlier work that considered the same issues for the period 1992 to 2000 and, thus, offers a unique comparison between the pre-NCLB era and the present one. Although the ten states certainly differed in their outcomes, the general picture at all three levels of aggregation is quite clear: The achievement gaps are substantial and the introduction of federally mandated high stakes test-based accountability through No Child Left Behind has had a very modest impact on the rates of improvement for Black students and on the pace of reductions in the achievement gaps between Black students and White students. Moreover, there was only a weak association between states' policy rankings and their rankings related to test results. It appears there is a need for both fresh thinking on education reform and a more concerted effort to collect comprehensive longitudinal information on states' education policies. (Contains 25 footnotes, 33 tables, and 8 figures.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10