Uneven Progress: Recent Trends in Academic Performance among U.S. School Districts

Autor/inn/en	Matheny, Kaylee T.; Thompson, Marissa E.; Townley-Flores, Carrie; Reardon, Sean F.
Titel	Uneven Progress: Recent Trends in Academic Performance among U.S. School Districts
Quelle	In: American Educational Research Journal, 60 (2023) 3, S.447-485 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Matheny, Kaylee T.) ORCID (Thompson, Marissa E.) ORCID (Townley-Flores, Carrie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/00028312221134769
Schlagwörter	School Districts; Academic Achievement; Educational Trends; Poverty; White Students; African American Students; Achievement Gap; Hispanic American Students; Racial Segregation; Socioeconomic Status; Access to Education; Equal Education; Experienced Teachers; Teacher Certification; Scores; Elementary Secondary Education; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Schulleistung; Bildungsentwicklung; Armut; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassentrennung; Socio-economic status; Sozioökonomischer Status; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	We use data from the Stanford Education Data Archive to describe district-level trends in average academic achievement between 2009 and 2019. Although on average school districts' test scores improved very modestly (by about 0.001 standard deviations per year), there is significant variation among districts. Moreover, we find that average test score disparities between nonpoor and poor students and between White and Black students are growing; those between White and Hispanic students are shrinking. We find no evidence of achievement-equity synergies or trade-offs: Improvements in overall achievement are uncorrelated with trends in achievement disparities. Finally, we find that the strongest predictors of achievement disparity trends are the levels and trends in within-district racial and socioeconomic segregation and changes in differential access to certified teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01