Reducing the Racial Achievement Gap: A Social-Psychological Intervention

Science ◽  
2006 ◽  
Vol 313 (5791) ◽  
pp. 1307-1310 ◽  
Author(s):  
G. L. Cohen
Keyword(s):  
Achievement Gap ◽  
Psychological Intervention ◽  
Social Psychological ◽  
Racial Achievement Gap ◽  
Racial Achievement

In My Opinion: Does Race Matter?

2009 ◽  
Vol 16 (3) ◽  
pp. 134-139
Author(s):  
Danny Bernard Martin
Keyword(s):  
African American ◽  
Mathematics Education ◽  
Achievement Gap ◽  
Education Reforms ◽  
Social Constructs ◽  
Racial Achievement Gap ◽  
American Children ◽  
Racial Achievement ◽  
African American Learners ◽  
Study Panel

To the detriment of young African American learners, racial achievement gap rhetoric impacts social constructs in American classrooms. In my opinion, recent mathematics education reforms, despite equity-oriented rhetoric expressing concern for all children (NCTM 1989, 2000; RAND Mathematics Study Panel 2003), have instead helped foster an environment where African American children continue to be viewed as intellectually inferior and mathematically illiterate, usually in relation to children who are identified as white or Asian.

Exploring the racial achievement gap on US history written-response state assessment items

2020 ◽  
Vol 15 (3) ◽  
pp. 291-310
Author(s):  
Jason Michael Miller
Keyword(s):  
Achievement Gap ◽  
Students Of Color ◽  
Response Assessment ◽  
State Assessment ◽  
Standardized Assessment ◽  
Racial Achievement Gap ◽  
Content Type ◽  
Us History ◽  
Written Response ◽  
Racial Achievement

PurposeMany states are restructuring their US history state assessments to include written-response assessment items that evaluate students' literacy skills in high-stakes environments. The purpose of this study was to investigate how the addition of an extended-response item to a US history state assessment was associated with an increase in the racial achievement gap.Design/methodology/approachThe theoretical framework included linguistic complexity of standardized assessment items and academic language demand and utilized a difference-in-difference research design.FindingsThe findings indicate that the achievement gap between students of color and White students increased when an extended-response assessment item was added to an exclusively multiple-choice item exam and that this increase in the achievement gap may be contributed to a literacy gap.Research limitations/implicationsThe continued investigation of how students of color perform on different types of extended-response standardized assessment items. And, the continued investigation of evidenced-based instructional practices that focus on developing students' literacy skills in US history as well as culturally responsive instructional practices.Practical implicationsThe knowledge and implementation of literacy instruction and culturally responsive instruction in US history classrooms as well as in preservice teacher education programs and in-service professional development programs.Originality/valueThe current study is one of the first large-scale investigations into the racial achievement gap on US history written-response standardized assessment items and in identifying a literacy gap between students of color and White students on US history written-response state assessment items.

A Diversity Ideology Intervention: Multiculturalism Reduces the Racial Achievement Gap

2020 ◽  
pp. 194855062093822 ◽  
Author(s):  
Hannah J. Birnbaum ◽  
Nicole M. Stephens ◽  
Sarah S. M. Townsend ◽  
MarYam G. Hamedani
Keyword(s):  
Achievement Gap ◽  
Academic Outcomes ◽  
The United States ◽  
Control Group ◽  
First Year ◽  
Racial Achievement Gap ◽  
Grade Point ◽  
First Year College ◽  
First Year College Students ◽  
Racial Achievement

In the United States, underrepresented racial minority (URM) students continue to face psychological barriers that undermine their achievement and fuel disparities in academic outcomes. In the current research, we tested whether a multicultural ideology intervention could improve URM students’ grade point averages (GPAs) during the first 2 years of college and thereby reduce the racial achievement gap. Specifically, first-year college students ( N = 407) read a diversity statement that represented the schools’ diversity ideology in terms of either multiculturalism or colorblindness. URM students who read a multicultural diversity statement earned higher GPAs 2 years later compared to those who read a colorblind diversity statement. Furthermore, they earned higher GPAs compared to a nonparticipant campus-wide control group. The current study is the first to demonstrate that multiculturalism can increase the long-term academic outcomes of URM students in college.

scholarly journals Roland Fryer: 2015 John Bates Clark Medalist

2016 ◽  
Vol 30 (1) ◽  
pp. 207-224 ◽  
Author(s):  
Lawrence F. Katz
Keyword(s):  
Achievement Gap ◽  
Social Interactions ◽  
Racial Inequality ◽  
Research Output ◽  
Educational Policies ◽  
Education Policies ◽  
Racial Achievement Gap ◽  
The Us ◽  
Racial Divide ◽  
Racial Achievement

Roland Fryer is an extraordinary applied microeconomist whose research output related to racial inequality, the US racial achievement gap, and the design and evaluation of educational policies make him a worthy recipient of the 2015 John Bates Clark Medal. I will divide this survey of Roland’s research into five categories: the racial achievement gap, education policies and reforms, economics of social interactions, the economics of discrimination and anti-discrimination policies, and further topics involving the black–white racial divide.

scholarly journals Are High-Quality Schools Enough to Increase Achievement Among the Poor? Evidence from the Harlem Children's Zone

2011 ◽  
Vol 3 (3) ◽  
pp. 158-187 ◽  
Author(s):  
Will Dobbie ◽  
Roland G Fryer
Keyword(s):  
Achievement Gap ◽  
Instrumental Variable ◽  
Empirical Test ◽  
Social Experiment ◽  
Community Programs ◽  
High Quality ◽  
Racial Achievement Gap ◽  
The Poor ◽  
Causal Impact ◽  
Racial Achievement

Harlem Children's Zone (HCZ), an ambitious social experiment, combines community programs with charter schools. We provide the first empirical test of the causal impact of HCZ charters on educational outcomes. Both lottery and instrumental variable identification strategies suggest that the effects of attending an HCZ middle school are enough to close the black-white achievement gap in mathematics. The effects in elementary school are large enough to close the racial achievement gap in both mathematics and ELA. We conclude with evidence that suggests high-quality schools are enough to significantly increase academic achievement among the poor. Community programs appear neither necessary nor sufficient. (JEL H75, I21, I28, J13, R23)

To Heal Our World, We Must First Heal Our Girls: Examining Black Girl Achievement

2019 ◽  
Vol 15 (2) ◽  
Author(s):  
Jemimah L Young
Keyword(s):  
Student Achievement ◽  
Achievement Gap ◽  
Educational Research ◽  
Black Student ◽  
Empirical Studies ◽  
Black Girls ◽  
Black Girl ◽  
Racial Achievement Gap ◽  
Black Student Achievement ◽  
Racial Achievement

AbstractThe racial achievement gap is one of the most persistent and pervasive issues in educational research. Unfortunately, the current research on Black student achievement lacks empirical studies that address the academic strengths and challenges facing Black girls. Specifically, there is a dearth of resources in the form of books, articles, and policies to support the learning of Black girls. Therefore studies that isolate gender as a contributing factor are warranted. The author presents an argument to explicate why the dearth of research supporting the achievement of Black girls is unjustified. Three research and data integrity considerations are presented to support this argument.

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