Closing Achievement Gaps: Examining the Roles of School Background and Process

Autor/inn/en	Wu, Huang; Shen, Jianping; Spybrook, Jessaca; Gao, Xingyuan
Titel	Closing Achievement Gaps: Examining the Roles of School Background and Process
Quelle	In: Education and Urban Society, 53 (2021) 8, S.909-937 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Huang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124521989447
Schlagwörter	Achievement Gap; Academic Achievement; School Role; Racial Differences; Science Achievement; Elementary School Students; Grade 4; Achievement Tests; Foreign Countries; International Assessment; Science Tests; Teacher Collaboration; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Rassenunterschied; School year 04; 4. Schuljahr; Schuljahr 04; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Lehrerkooperation
Abstract	The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01