scholarly journals The Black-White Achievement Gap Revisited

2010 ◽  
Vol 18 ◽  
pp. 21 ◽  
Author(s):  
Henry Braun ◽  
Lauren Chapman ◽  
Sailesh Vezzu
Keyword(s):  
Student Achievement ◽  
No Child Left Behind ◽  
Achievement Gap ◽  
Black Students ◽  
Education Reform ◽  
Black Student ◽  
The State ◽  
Achievement Gaps ◽  
Education Policies ◽  
Black Student Achievement

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.

scholarly journals The Black-White achievement gap: Do state policies matter?

2006 ◽  
Vol 14 ◽  
pp. 8 ◽  
Author(s):  
Henry I. Braun ◽  
Aubrey Wang ◽  
Frank Jenkins ◽  
Elliot Weinbaum
Keyword(s):  
Student Achievement ◽  
Achievement Gap ◽  
Black Students ◽  
Black Student ◽  
Achievement Gaps ◽  
Education Policies ◽  
State Education ◽  
8Th Grade ◽  
Level Of Aggregation ◽  
Blunt Tool

A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over the period 1992 to 2000, and examine the achievement gap at three levels of aggregation: the state as a whole, groups of schools (strata) within a state defined by the SES level of the student population, and within schools within a stratum within a state. From 1992 to 2000, at every level of aggregation, mean achievement rose for both Black students and White students. However, for most states the achievement gaps were large and changed very little at every level of aggregation. The gaps are pervasive, profound and persistent. There is substantial heterogeneity among states in the types of policies they pursued, as well as the coherence and consistency of those policies during the period 1988-1998. We find that states' overall policy rankings (based on our review of the data) correlate moderately with their record in improving Black student achievement but are somewhat less useful in predicting their record with respect to reducing the achievement gaps. States' rankings on commitment to teacher quality correlate almost as well as did the overall policy ranking. Thus, state reform efforts are a blunt tool, but a tool nonetheless. Our findings are consistent with the following recommendations: states' reform efforts should be built on broad-based support and buffered as much as possible from changes in budgets and politics; states should employ the full set of policy levers at their disposal; and policies should directly support local reform efforts with proven effectiveness in addressing the experiences of students of different races attending the same schools.

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.

Looking race in the face

2017 ◽  
Vol 98 (5) ◽  
pp. 24-29 ◽  
Author(s):  
Derek Mitchell ◽  
Jesse Hinueber ◽  
Brian Edwards
Keyword(s):  
Student Achievement ◽  
Adult Learning ◽  
Black Students ◽  
Black Student ◽  
Classroom Environments ◽  
Black Student Achievement ◽  
Racial Dynamics ◽  
The Face ◽  
Strong Relationships

Schools that achieve strong results for black students address racial dynamics directly, empower students to bring their whole selves to school, and teach in ways that leverage students’ experiences and cultures. These schools do four things to ensure success with their black students: They direct attention, strategies, and resources to black student achievement; they provide opportunities for adult learning about race, culture, class, and power; they foster strong relationships between educators and black students; and they create classroom environments that emphasize excellence and empower students to exercise agency over their own learning.

Education's “Talented Tenth”

2020 ◽  
pp. 193-219
Author(s):  
Patrice W. Glenn Jones ◽  
Rose B. Glenn ◽  
Lillian C. Haywood ◽  
Kevin A. Rolle
Keyword(s):  
Student Achievement ◽  
Black Student ◽  
Educational Leaders ◽  
Black American ◽  
Black Educators ◽  
Professional Experiences ◽  
Black Student Achievement ◽  
Talented Tenth ◽  
American Students ◽  
Retired Teachers

While the discourse on achievement among Black American students often includes the perspectives of researchers, teachers, and college/university faculty, retired educator views are often disregarded. Based on Du Bois's exertion about the Talented Tenth, who he recognized as “educational experts” and “seers” that serve as “leaders of thought and missionaries of culture among their people,” Black retired teachers and educational leaders are questioned about how to change Black student achievement trends, and included in this chapter are the recommendations offered by Black retired teachers and educational leaders—recommendations designed to bring about change in practice. Beyond adding to the discourse on Black student achievement, the chapter gives voice to retired Black educators whose years of professional experiences qualify them as “educational experts.”

Sign in / Sign up

Export Citation Format

Share Document