The "Receivement Gap": School Tracking Policies and the Fallacy of the "Achievement Gap"

Autor/in	Chambers, Terah Venzant
Titel	The "Receivement Gap": School Tracking Policies and the Fallacy of the "Achievement Gap"
Quelle	In: Journal of Negro Education, 78 (2009) 4, S.417-431 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	African American Students; Standardized Tests; Academic Achievement; Racial Differences; Educational Change; Accountability; School Personnel; White Students; Achievement Gap; Standards; High School Students; Track System (Education); Case Studies; Mathematics; English; Language Arts + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Standadised tests; Standardisierter Test; Schulleistung; Rassenunterschied; Bildungsreform; Verantwortung; Schulpersonal; Standard; High school; High schools; Oberschule; Leistungsgruppe; Leistungsdifferenzierung; Case study; Fallstudie; Case Study; Mathematik; English language; Englisch; Sprachkultur
Abstract	Closing the racial achievement gap has been a cornerstone of recent education reform, especially as accountability measures are increasingly relied upon to drive academic performance standards. This article questions the term "achievement gap" and its implication that White students perform better on standardized tests due to greater effort and ability. The term "receivement gap" is offered as an alternative due to its focus on structures, not students, and inputs instead of outputs. Evidence is drawn from a qualitative project using a case study design with seven African American high school students in tracked mathematics and English classes. Results indicated differential treatment by differential treatment by school personnel as early as elementary school that influenced students' later school performance. Accordingly, research supports the recommended term "receivement gap," which is offered in the hope of inspiring a deeper and more nuanced discussion of factors that influence student achievement and distort the achievement of African American students. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10