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This section looks at current patterns of academic achievement among racial and ethnic groups and the status of efforts to narrow achievement gaps. To provide the background for current research, this section also includes often-cited works on the origins of academic achievement differences.
The Achievement Gap: Myths and Reality
Phi Delta Kappan, 2003
Argues that current efforts to close achievement gap in mathematics between underrepresented minority students and white students are inadequate. Suggests that to close achievement gap greater effort must be made to train and hire quality teachers with pedagogical content knowledge.An Action Guide for Community and Parent Leaders: Using NCLB to Improve Student Achievement
Public Education Network, 2003
The guide highlights ways to use the the No Child Left Behind Act of 2001 to strengthen public voice and increase community and parental involvement in school- and district-level operations and decisions; identifies areas of NCLB that require or provide for community and/or parental involvement in Title I and Title II; describes the scope and requirements for each area of community and parental engagement; and translates legislative language into understandable terms, recommending actions for parents and/or communities.Beating the Odds III: A City-By-City Analysis of Student Performance and Achievement Gaps On State Assessments, Results from the 2001-2002 School Year
Council of the Great City Schools, 2003
This report investigates how inner-city schools are performing on the academic goals and standards set by the states, examining district-by-district achievement data in math and reading through spring 2002. It also measures achievement gaps between cities and states, African American and Whites, and Hispanics and Whites; presents new data on language proficiency, disability, and income; and discusses progress.The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents
Institute for Policy Research, 2002
This paper describes the achievement patterns of a sample of 1,492 multiracial high school students and examines how their achievement fits into existing theoretical models that explain monoracial differences in achievement. These theoretical models include status attainment, parenting style, oppositional culture, and educational attitudes.Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2001-02
National Center for Education Statistics, 2003
This publication provides basic descriptive information about the 100 largest school districts (ranked by student membership) in the United States and jurisdictions (Bureau of Indian Affairs, Department of Defense Schools, American Samoa, Guam, the Northern Marianas, Puerto Rico, and the Virgin Islands). These districts are distinguished from the average school district by characteristics in addition to sheer size of membership, such as average and median school size, pupil/teacher ratios, number of high school graduates, number of pupils receiving special-education services, and minority enrollment as a proportion of total enrollment.Closing Achievement Gaps: Improving Educational Outcomes for Hispanic Children
Tomás Rivera Policy Institute, 2003
This document presents an overview of the achievement of Hispanic students for legislators, non-educators, policy makers, and other stakeholders.Closing the Achievement Gap in Suburban and Urban School Communities. Policy Issues Number 13
North Central Regional Laboratory, 2002
This issue focuses on the topic of closing the achievement gap from the perspectives of urban and suburban school districts. After an introduction by Judy Stewart, the first article, "Addressing Racial Disparities in High-Achieving Suburban Schools" (Ronald F. Ferguson), shares findings from a recent survey of more than 34,000 students in grades 7-11 in 15 school districts across the nation.Closing the Achievement Gap: Two Views from the Research. ERIC Digest
ERIC Clearinghouse on Urban Education, 2003
This digest examines findings from two studies on the minority achievement gap in suburban schools. The first study, by Ronald Ferguson, analyzed data on middle and high school students from the Minority Student Achievement Network. In the second study, John Ogbu investigated how K-12 African American students' identity as an oppressed group affected academic achievement and school experiences. The digest describes the fundamentals of the two arguments and points to the key differences in the authors' perspectives on how schools should help minority students be more academically successful.Comprehensive School Reform and Student Achievement: A Meta-Analysis
Center for Research on the Education of Students Placed at Risk, 2002
Using 232 studies, this meta analysis reviewed the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as "whole-school" or "comprehensive" reforms. In addition to reviewing the overall achievement effects of comprehensive school reform (CSR), the meta analysis considered the specific effects of 29 of the most widely implemented models. It also assessed how various CSR components, contextual factors, and methodological factors associated with the studies mediate the effects of CSR.Condition of Education 2003
National Center for Education Statistics
This indicator report summarizes the health of education, monitoring important developments, and showing trends in major aspects of education. Indicators examine relationships; show changes over time; compare or contrast subpopulations, regions, or countries; or assess characteristics of students from different backgrounds and types of schools. The indicators are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; (5) Contexts of Postsecondary Education; and (6) Societal Support for Learning.Education Watch: Achievement Gap Summary Tables. Winter 2002-2003
The Education Trust
These summary tables focus on the state-by-state academic achievement of African American, Hispanic American, American Indian, Asian American, and white students. Data are presented on achievement gains by state, state progress in moving students to higher levels of proficiency, and African American-White and Latino-White reading and writing achievement measured by NAEP 1998 grade 8 assessment.Education Watch: The Nation. Key Education Facts and Figures: Achievement, Attainment and Opportunity. Winter 2002-2003
The Education Trust
This annual report features national data on academic progress in U.S. public schools, showing student achievement and opportunity patterns from kindergarten through college, by race, ethnicity and family income. It focuses on reading and performance on national assessments and on how the nation's achievement compares by state, race/ethnicity, and socioeconomic status.Educational Achievement and Black-White Inequality
National Center for Education Statistics, 2001
This study explored relationships between black-white differences in educational achievement and black-white differences in various educational and economic outcomes. Three data sets examined the extent to which black-white differences in labor market outcomes, in educational attainment, and in mathematics and reading achievement were present for young adults as a whole and for young adults with similar levels of prior educational achievement.Foundations for Success: Case Studies of How Urban School Systems Improve Student Achievement
Council of the Great City Schools, 2002
This report examines the experiences of three large urban school districts (and part of a fourth) that raised academic performance for their districts as a whole, while also reducing racial differences in achievement. Educational challenges included low achievement, political conflict, inexperienced teachers, low expectations, and lack of instructional coherence. The research involved case studies of these districts and comparisons with other districts that had not yet seen similar improvements.Latino Achievement in America
The Education Trust, 2003
This web resource presents recent data on the achievement of Latino students in K-12 public schools. It also provides a guide to provisions in the No Child Left Behind Act directly aimed at parents. Also available in Spanish.The Nation’s Report Card: Reading 2002, Trial Urban District Assessment
National Center for Education Statistics, 2003
This report presents, for the first time, district-level results for National Assessment of Educational Progress (NAEP) reading assessments in urban school districts: Atlanta, Chicago, Houston, Los Angeles Unified School District, and New York City. Results are also included for the District of Columbia. The reading assessments were conducted at grades 4 and 8. Reported results are based on representative samples of students for the nation and the participating districts.The Nation’s Report Card: Writing 2002, Trial Urban District Assessment
National Center for Education Statistics, 2003
In 2002, the National Assessment of Educational Progress conducted its first Trial Urban District Assessment (TUDA) in reading and writing. Five large urban school districts participated voluntarily in this trial. Students participating in the NAEP 2002 TUDA in writing were asked to write for three main purposes: narrative, informative, and persuasive. It used the same writing framework as the national and state assessments: the assessment instrument, procedures, and time-frame were identical with those in the NAEP 2002 assessment.Parsing the Achievement Gap: Baselines for Tracking Progress. Policy Information Report
Educational Testing Service, 2003
This study of the racial and ethnic academic achievement gap explores multiple causes, aspects of the life and school experience found to be correlated with school achievement. The report is not about school intervention models or instructional improvement but about correlates of achievement; 14 correlates are examined and data are disaggregated by race and ethnicity and family income.Overcoming Challenges in Urban Education: CPMSA Achievement Highlights and Case Stories of Five Sites
Systemic Research Inc., 2003
The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) is a National Science Foundation program designed to improve the mathematics and science education of urban students in mid-sized cities. This publication presents the overall program achievement highlights and case stories of five selected sites: Omaha, NE, Jackson, MI, Laredo, TX, Oakland, CA, and Montgomery, AL. Critical key indicators for successful implementation are increased enrollment and successful completion of gate-keeping and higher-level science, and mathematics courses, improved scores on standardized tests of science and mathematics, and increased test taking rates and higher scores on college entrance examinations.The Road to a College Diploma: The Complex Reality of Raising Educational Achievement for Hispanics in the United States
President’s Advisory Commission on Educational Excellence for Hispanic Americans, 2002
In 2001, the President's Advisory Commission on Educational Excellence for Hispanic Americans was created to develop a multi-year plan for closing the achievement gap facing Hispanic Americans and attaining the goals established by the 2001 No Child Left Behind Act. The Commission defined five strategic imperatives: coordinating a national campaign for action; putting college on the radar screen; establishing measurable strategies and goals; abandoning one-size-fits-all thinking; and asking what works and for whom. This report explores the Commission's first 7 months of work.Racial and Ethnic Achievement Gap Trends: Reversing the Progress Toward Equity?
Jaekyung Lee, Educational Researcher, Vol. 31. No. 1, January 2001
Examines Black-White and Hispanic-White achievement gap trends over 30 years, identifying key factors contributing to bifurcated patterns in achievement gaps. Describes ethnic/racial gap variables, such as socioeconomic status, family conditions, youth culture, student behavior, and schooling.Racial Profiling and Punishment in U.S. Public Schools: How Zero Tolerance Policies and High Stakes Testing Subvert Academic Excellence
Applied Research Center, 2001
This report analyzes current public education policies, procedures, and practices that compound racial inequities by profiling students of color. Such practices divert resources away from proven solutions that advance academic excellence. Bias in high-stakes testing serves to increase student achievement gaps. Zero-tolerance and maximum-security schools have discipline policies that commonly push youth of color out of school at rates disproportionate to their white counterparts.Raising Minority Academic Achievement: A Compendium of Education Programs and Practices
American Youth Policy Forum, 2001
This paper reports on a 22-month effort to identify, summarize, and analyze evaluations of school and youth programs that show gains for minority youth across a broad range of academic indicators, from early childhood through advanced postsecondary study.Sources of Educational Inequality: The Growth of Racial/Ethnic and Socioeconomic Test Score Gaps in Kindergarten and First Grade
Sean F. Reardon, Pennsylvania State University, 2003
This paper examines the reading and mathematics achievement of African American and Hispanic kindergarteners in relation to the achievement of their white middle class peers. The paper looks at the possible impacts of early school experiences, socioeconomic gaps, and school readiness and learning rates.Status and Trends in the Education of Blacks
National Center for Education Statistics, 2003
This report examines progress on key education indicators of black children and adults, utilizing statistics published by the National Center for Education Statistics in various reports. It shows that more black students have completed high school and gone on to college, levels of parental education of black children have increased, and the number of black individuals and families below the poverty level has decreased. Despite these gains, progress has been uneven over time and across various measures, and differences persist between blacks and whites on key indicators of educational performance.Status and Trends in the Education of Hispanics
National Center for Education Statistics, 2003
This report examines the educational status of Hispanic Americans, presenting indicators illustrating recent educational gains and existing gaps. Data come from National Center for Education Statistics published reports as well as other federal agencies and organizations.
The work of the Institute for Urban and Minority Education is supported by Teachers College, government agencies, and private foundations. The staff consists of researchers and educators from many disciplines and fields.
Institute for Urban and Minority Education
Box 75, Teachers College
Columbia University
New York, NY 10027-6696
Telephone: (212)678-3780
Fax: (212)678-4137
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