No "White" Child Left Behind: The Academic Achievement Gap between Black and White Students

Autor/inn/en	Rowley, Rochelle L.; Wright, David W.
Titel	No "White" Child Left Behind: The Academic Achievement Gap between Black and White Students
Quelle	In: Journal of Negro Education, 80 (2011) 2, S.93-107 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
Schlagwörter	Achievement Gap; African American Students; Federal Legislation; Grade 10; White Students; Correlation; Racial Differences; Reading Achievement; Mathematics Achievement; Scores; Racial Discrimination; Family Influence; Educational Environment; Teacher Role; School Role; Peer Influence; Longitudinal Studies; Student Role; United States + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Bundesrecht; Korrelation; Rassenunterschied; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Racial bias; Rassismus; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerrolle; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; USA
Abstract	Racial inequality in education is a serious problem in the United States. The latest government attempt to address this problem was the No Child Left Behind Act of 2001 (NCLB). This study used the Educational Longitudinal Study of 2002 (ELS: 2002) to examine the relationship between race and composite reading and math scores among Black and White students. A total of 8,315 10th grade students were included in this analysis. The results showed a difference in test scores between Black and White students with Whites scoring higher than Blacks. The findings from this study suggest that discrimination based on race as well as family factors outside the school setting contribute to this difference in test scores between Black and White students. (Contains 2 tables and 1 figure.) (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