The Black-White Achievement Gap Revisited
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| Format: | Artículo científico |
| Language: | en |
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Arizona State University
2010
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| author | Henry Braun |
| author_facet | Henry Braun |
| contents | The Black-White Achievement Gap Revisited Henry Braun Lauren Chapman Sailesh Vezzu Educación NAEP NCLB achievement gap hierarchical analyses state education policies This study examines trends in Black student achievement and in the Black-White achievement gap over the period 2000 to 2007, employing data from ten states drawn from the NAEP Grade 8 mathematics assessments. Results are obtained for three levels of aggregation: the state, school poverty stratum within the state, and schools within poverty stratum. In addition, information on the ten states' education policies for the period 1998 to 2005 was compiled. States relative ranks on the overall strength of their reform efforts were compared to their relative ranks with respect to their success in improving Black student achievement and in reducing the Black- White achievement gap. This study constitutes an extension of earlier work that considered the same issues for the period 1992 to 2000 and, thus, offers a unique comparison between the pre-NCLB era and the present one. Although the ten states certainly differed in their outcomes, the general picture at all three levels of aggregation is quite clear: The achievement gaps are substantial and the introduction of federally mandated high stakes test-based accountability through No Child Left Behind has had a very modest impact on the rates of improvement for Black students and on the pace of reductions in the achievement gaps between Black students and White students. Moreover, there was only a weak association between states' policy rankings and their rankings related to test results. It appears there is a need for both fresh thinking on education reform and a more concerted effort to collect comprehensive longitudinal information on states' education policies. 2010 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275019712021 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.18 |
| format | Artículo científico |
| id | redalyc_275019712021 |
| institution | Redalyc |
| language | en |
| publishDate | 2010 |
| publisher | Arizona State University |
| spellingShingle | The Black-White Achievement Gap Revisited Henry Braun Educación NAEP NCLB achievement gap hierarchical analyses state education policies The Black-White Achievement Gap Revisited Henry Braun Lauren Chapman Sailesh Vezzu Educación NAEP NCLB achievement gap hierarchical analyses state education policies This study examines trends in Black student achievement and in the Black-White achievement gap over the period 2000 to 2007, employing data from ten states drawn from the NAEP Grade 8 mathematics assessments. Results are obtained for three levels of aggregation: the state, school poverty stratum within the state, and schools within poverty stratum. In addition, information on the ten states' education policies for the period 1998 to 2005 was compiled. States relative ranks on the overall strength of their reform efforts were compared to their relative ranks with respect to their success in improving Black student achievement and in reducing the Black- White achievement gap. This study constitutes an extension of earlier work that considered the same issues for the period 1992 to 2000 and, thus, offers a unique comparison between the pre-NCLB era and the present one. Although the ten states certainly differed in their outcomes, the general picture at all three levels of aggregation is quite clear: The achievement gaps are substantial and the introduction of federally mandated high stakes test-based accountability through No Child Left Behind has had a very modest impact on the rates of improvement for Black students and on the pace of reductions in the achievement gaps between Black students and White students. Moreover, there was only a weak association between states' policy rankings and their rankings related to test results. It appears there is a need for both fresh thinking on education reform and a more concerted effort to collect comprehensive longitudinal information on states' education policies. 2010 artículo científico 1068-2341 https://www.redalyc.org/articulo.oa?id=275019712021 en http://www.redalyc.org/revista.oa?id=2750 Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas application/pdf Arizona State University Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas (Estados Unidos de América) Vol.18 |
| title | The Black-White Achievement Gap Revisited |
| topic | Educación NAEP NCLB achievement gap hierarchical analyses state education policies |
| url | https://www.redalyc.org/articulo.oa?id=275019712021 |