The Achievement Gap between White and Non-White Students: A Conceptual Analysis

Autor/inn/en	Rojas-LeBouef, Ana; Slate, John R.
Titel	The Achievement Gap between White and Non-White Students: A Conceptual Analysis
Quelle	In: International Journal of Educational Leadership Preparation, 6 (2011) 4, (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-9635
Schlagwörter	Achievement Gap; Standardized Tests; Academic Achievement; Asian American Students; Minority Groups; White Students; Limited English Speaking; Literature Reviews; Hispanic American Students; Achievement Tests; Equal Education; Federal Legislation; Early Childhood Education; Literacy Education; African American Students; Racial Differences + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Schulleistung; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Ethnische Minderheit; Hispanic; Hispanic Americans; Hispanoamerikaner; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bundesrecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; African Americans; Afroamerikaner; Rassenunterschied
Abstract	In this article, we analyzed past and present research studies in which investigators examined differences in academic achievement between students who were White and non-White (i.e., specifically Hispanic or students designated as Limited English Proficient). As anticipated, the majority of the researchers whose studies were analyzed reported that White students outperformed all other groups of minority students on all standardized achievement measures, with the exception of Asian American students who outperformed White students in all academic standardized tests and at all grade levels. Concomitant with the achievement gap studies, a theoretical framework through which the achievement gap may be understood was present. Finally, implications for school personnel, monetary spending, and classrooms were provided. (Contains 1 7 footnotes.) (As Provided).
Anmerkungen	NCPEA Publications. Web site: http://www.ncpeapublications.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10