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The Black White Education Scaled Test Score Gap In Grades K 7
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Book Synopsis The Black-White Education-Scaled Test-Score Gap in Grades K-7 by : Timothy N. Bond
Download or read book The Black-White Education-Scaled Test-Score Gap in Grades K-7 written by Timothy N. Bond and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: We address the ordinality of test scores by rescaling them by the average eventual educational attainment of students with a given test score in a given grade. We show that measurement error in test scores causes this approach to underestimate the black-white test score gap and use an instrumental variables procedure to adjust the gap. While the unadjusted gap grows rapidly in the early school years, particularly in reading, after correction for measurement error, the education-scaled gap is large, exceeds the actual black-white education gap and is roughly constant. Strikingly, the gap in all grades is largely explained by a small number of measures of socioeconomic background. We discuss the interpretation of scales tied to adult outcomes.
Book Synopsis The Black-White Test Score Gap by : Christopher Jencks
Download or read book The Black-White Test Score Gap written by Christopher Jencks and published by Brookings Institution Press. This book was released on 2011-01-01 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: " The test score gap between blacks and whites—on vocabulary, reading, and math tests, as well as on tests that claim to measure scholastic aptitude and intelligence--is large enough to have far-reaching social and economic consequences. In their introduction to this book, Christopher Jencks and Meredith Phillips argue that eliminating the disparity would dramatically reduce economic and educational inequality between blacks and whites. Indeed, they think that closing the gap would do more to promote racial equality than any other strategy now under serious discussion. The book offers a comprehensive look at the factors that contribute to the test score gap and discusses options for substantially reducing it. Although significant attempts have been made over the past three decades to shrink the test score gap, including increased funding for predominantly black schools, desegregation of southern schools, and programs to alleviate poverty, the median black American still scores below 75 percent of American whites on most standardized tests. The book brings together recent evidence on some of the most controversial and puzzling aspects of the test score debate, including the role of test bias, heredity, and family background. It also looks at how and why the gap has changed over the past generation, reviews the educational, psychological, and cultural explanations for the gap, and analyzes its educational and economic consequences. The authors demonstrate that traditional explanations account for only a small part of the black-white test score gap. They argue that this is partly because traditional explanations have put too much emphasis on racial disparities in economic resources, both in homes and in schools, and on demographic factors like family structure. They say that successful theories will put more emphasis on psychological and cultural factors, such as the way black and white parents teach their children to deal with things they do not know or understand, and the way black and white children respond to the same classroom experiences. Finally, they call for large-scale experiments to determine the effects of schools' racial mix, class size, ability grouping, and other policies. In addition to the editors, the contributors include Claude Steele, Ronald Ferguson, William G. Bowen, Philip Cook, and William Julius Wilson. "
Book Synopsis Changes in the Black-White Test Score Gap in the Elementary School Grades. CSE Report 715 by : Daniel Koretz
Download or read book Changes in the Black-White Test Score Gap in the Elementary School Grades. CSE Report 715 written by Daniel Koretz and published by . This book was released on 2007 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a pair of recent studies, Fryer and Levitt (2004a, 2004b) analyzed the Early Childhood Longitudinal Study--Kindergarten Cohort (ECLS-K) to explore the characteristics of the Black-White test score gap in young children. They found that the gap grew markedly between kindergarten and the third grade and that they could predict the gap from measured characteristics in kindergarten but not in the third grade. In addition, they found that the widening of the gap was differential across areas of knowledge and skill, with Blacks falling behind in all areas other than the most basic. They raised the possibility that Black and Whites may not be on "parallel trajectories" and that Blacks, as they go through school, may never master some skills mastered by Whites. This study re-analyzes the ECLS-K data to address this last question. We find that the scores used by Fryer and Levitt (proficiency probability scores, or PPS) do not support the hypothesis of differential growth of the gap. The patterns they found reflect the nonlinear relationships between overall proficiency, [0] , and the PPS variables, as well as ceiling effects in the PPS distributions. Moreover, [0] is a sufficient statistic for the PPS variables, and therefore, PPS variables merely re-express the overall mean difference between groups and contain no information about qualitative differences in performance between Black and White students at similar levels of [0] . We therefore carried out differential item functioning (DIF) analyses of all items in all rounds of the ECLS-K through grade 5 (Round 6), excluding only the fall of grade 1 (which was a very small sample) and subsamples in which there were too few Black students for reasonable analysis. We found no relevant patterns in the distribution of the DIF statistics or in the characteristics of the items showing DIF that support the notion of differential divergence, other than in kindergarten and the first grade, where DIF favoring Blacks tended to be on items tapping simple skills taught outside of school (e.g., number recognition), while DIF disfavoring Blacks tended to be on material taught more in school (e.g., arithmetic). However, there were exceptions to this. Moreover, because of its construction and reporting, the ECLS-K data were not ideal for addressing this question, and data better suited to the purpose might show differential divergence across areas of knowledge and skill. The paper concludes by advising secondary analysts examining this question to be wary of aspects of test design that may influence the results and to be sensitive to likely variations in findings across databases. (Contains 2 footnotes, 3 figures and 4 tables.).
Book Synopsis After Brown by : Charles T. Clotfelter
Download or read book After Brown written by Charles T. Clotfelter and published by Princeton University Press. This book was released on 2011-10-16 with total page 297 pages. Available in PDF, EPUB and Kindle. Book excerpt: The United States Supreme Court's 1954 landmark decision, Brown v. Board of Education, set into motion a process of desegregation that would eventually transform American public schools. This book provides a comprehensive and up-to-date assessment of how Brown's most visible effect--contact between students of different racial groups--has changed over the fifty years since the decision. Using both published and unpublished data on school enrollments from across the country, Charles Clotfelter uses measures of interracial contact, racial isolation, and segregation to chronicle the changes. He goes beyond previous studies by drawing on heretofore unanalyzed enrollment data covering the first decade after Brown, calculating segregation for metropolitan areas rather than just school districts, accounting for private schools, presenting recent information on segregation within schools, and measuring segregation in college enrollment. Two main conclusions emerge. First, interracial contact in American schools and colleges increased markedly over the period, with the most dramatic changes occurring in the previously segregated South. Second, despite this change, four main factors prevented even larger increases: white reluctance to accept racially mixed schools, the multiplicity of options for avoiding such schools, the willingness of local officials to accommodate the wishes of reluctant whites, and the eventual loss of will on the part of those who had been the strongest protagonists in the push for desegregation. Thus decreases in segregation within districts were partially offset by growing disparities between districts and by selected increases in private school enrollment.
Book Synopsis The Future of Children: Spring 2005 by : Cecilia Rouse
Download or read book The Future of Children: Spring 2005 written by Cecilia Rouse and published by . This book was released on 2005-02-10 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: "School Readiness," the first issue in "The Future of Children" publication, critically summarizes the research on the origin and trajectory of the racial and ethnic gap in the early years from several theoretical perspectives. In particular, the focus is on determining when these differences start to emerge, in what areas they appear, what factors contribute to their development by the time children enter grade school, and what can be done about them.
Book Synopsis Whither Opportunity? by : Greg J. Duncan
Download or read book Whither Opportunity? written by Greg J. Duncan and published by Russell Sage Foundation. This book was released on 2011-09-01 with total page 573 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the incomes of affluent and poor families have diverged over the past three decades, so too has the educational performance of their children. But how exactly do the forces of rising inequality affect the educational attainment and life chances of low-income children? In Whither Opportunity? a distinguished team of economists, sociologists, and experts in social and education policy examines the corrosive effects of unequal family resources, disadvantaged neighborhoods, insecure labor markets, and worsening school conditions on K-12 education. This groundbreaking book illuminates the ways rising inequality is undermining one of the most important goals of public education—the ability of schools to provide children with an equal chance at academic and economic success. The most ambitious study of educational inequality to date, Whither Opportunity? analyzes how social and economic conditions surrounding schools affect school performance and children’s educational achievement. The book shows that from earliest childhood, parental investments in children’s learning affect reading, math, and other attainments later in life. Contributor Meredith Phillip finds that between birth and age six, wealthier children will have spent as many as 1,300 more hours than poor children on child enrichment activities such as music lessons, travel, and summer camp. Greg Duncan, George Farkas, and Katherine Magnuson demonstrate that a child from a poor family is two to four times as likely as a child from an affluent family to have classmates with low skills and behavior problems – attributes which have a negative effect on the learning of their fellow students. As a result of such disparities, contributor Sean Reardon finds that the gap between rich and poor children’s math and reading achievement scores is now much larger than it was fifty years ago. And such income-based gaps persist across the school years, as Martha Bailey and Sue Dynarski document in their chapter on the growing income-based gap in college completion. Whither Opportunity? also reveals the profound impact of environmental factors on children’s educational progress and schools’ functioning. Elizabeth Ananat, Anna Gassman-Pines, and Christina Gibson-Davis show that local job losses such as those caused by plant closings can lower the test scores of students with low socioeconomic status, even students whose parents have not lost their jobs. They find that community-wide stress is most likely the culprit. Analyzing the math achievement of elementary school children, Stephen Raudenbush, Marshall Jean, and Emily Art find that students learn less if they attend schools with high student turnover during the school year – a common occurrence in poor schools. And David Kirk and Robert Sampson show that teacher commitment, parental involvement, and student achievement in schools in high-crime neighborhoods all tend to be low. For generations of Americans, public education provided the springboard to upward mobility. This pioneering volume casts a stark light on the ways rising inequality may now be compromising schools’ functioning, and with it the promise of equal opportunity in America.
Book Synopsis School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03 by : Helen F. Ladd
Download or read book School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03 written by Helen F. Ladd and published by . This book was released on 2008 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt: This paper examines school-related policies and strategies that have been proposed or justified, at least in part, on the basis of their potential for reducing black-white test score gaps. These include strategies, one of which is greater integration, to reduce differences in the quality of teachers faced by black and white students; school and classroom policies designed to improve the achievement of low-performing students; and the strategies of school accountability and parental choice designed to change incentives throughout the education system. While none of these strategies is likely to be sufficiently powerful to offset the powerful non-school social forces that contribute to the racial achievement gap, the failure of education policy makers to be vigilant about the aspects of the problems over which they do have control could well lead to even greater gaps in the future or to lost opportunities to reduce them. (Contains 19 footnotes and 3 tables.).
Book Synopsis Understanding the Black-White Test Score Gap in the First Two Years of School by : Roland G. Fryer
Download or read book Understanding the Black-White Test Score Gap in the First Two Years of School written by Roland G. Fryer and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In previous research, a substantial gap in test scores between White and Black students persists, even after controlling for a wide range of observable characteristics. Using a newly available data set (Early Childhood Longitudinal Study), we demonstrate that in stark contrast to earlier studies, the Black-White test score gap among incoming kindergartners disappears when we control for a small number of covariates. Over the first two years of school, however, Blacks lose substantial ground relative to other races. There is suggestive evidence that differences in school quality may be an important part of the explanation. None of the other hypotheses we test to explain why Blacks are losing ground receive any empirical backing. The difference between our findings and previous research is consistent with real gains made by recent cohorts of Blacks, although other explanations are also possible.
Book Synopsis Closing the Achievement Gap by : Samuel C. Stringfield
Download or read book Closing the Achievement Gap written by Samuel C. Stringfield and published by Taylor & Francis. This book was released on 2021-01-27 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: Closing the Achievement Gap is made up of six articles. The first paper examines Cleveland's restructuring initiative in light of two theories on early adolescent development: person-in-environment theory and the focal theory of change. This is followed by a study that illustrates the difference in academic performance between low-income children and their peers, minority children and their classmates, and those schools that serve a majority of children from low-income families and those that serve a more advantaged population. The third article summarizes key findings of a study that examined the reform efforts of three large urban school districts and a portion of a fourth that had been successful in improving student achievement and reducing racial achievement gaps. It also discusses the implications for research and technical assistance. Next, survey data on 15,800 high school students from three urban school districts is used to investigate the impact of school-level support for higher educational attainment and school racial composition on students' actual educational aspirations. The final article explores whether reading books during summer vacation improves fall reading proficiency and whether access to books increases the volume of summer reading.
Book Synopsis Steady Gains and Stalled Progress by : Katherine Magnuson
Download or read book Steady Gains and Stalled Progress written by Katherine Magnuson and published by Russell Sage Foundation. This book was released on 2008-10-09 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Addressing the disparity in test scores between black and white children remains one of the greatest social challenges of our time. Between the 1960s and 1980s, tremendous strides were made in closing the achievement gap, but that remarkable progress halted abruptly in the mid 1980s, and stagnated throughout the 1990s. How can we understand these shifting trends and their relation to escalating economic inequality? In Steady Gains and Stalled Progress, interdisciplinary experts present a groundbreaking analysis of the multifaceted reasons behind the test score gap—and the policies that hold the greatest promise for renewed progress in the future. Steady Gains and Stalled Progress shows that while income inequality does not directly lead to racial differences in test scores, it creates and exacerbates disparities in schools, families, and communities—which do affect test scores. Jens Ludwig and Jacob Vigdor demonstrate that the period of greatest progress in closing the gap coincided with the historic push for school desegregation in the 1960s and 1970s. Stagnation came after efforts to integrate schools slowed down. Today, the test score gap is nearly 50 percent larger in states with the highest levels of school segregation. Katherine Magnuson, Dan Rosenbaum, and Jane Waldfogel show how parents' level of education affects children's academic performance: as educational attainment for black parents increased in the 1970s and 1980s, the gap in children's test scores narrowed. Sean Corcoran and William Evans present evidence that teachers of black students have less experience and are less satisfied in their careers than teachers of white students. David Grissmer and Elizabeth Eiseman find that the effects of economic deprivation on cognitive and emotional development in early childhood lead to a racial divide in school readiness on the very first day of kindergarten. Looking ahead, Helen Ladd stresses that the task of narrowing the divide is not one that can or should be left to schools alone. Progress will resume only when policymakers address the larger social and economic forces behind the problem. Ronald Ferguson masterfully interweaves the volume's chief findings to highlight the fact that the achievement gap is the cumulative effect of many different processes operating in different contexts. The gap in black and white test scores is one of the most salient features of racial inequality today. Steady Gains and Stalled Progress provides the detailed information and powerful insight we need to understand a complicated past and design a better future.
Book Synopsis What Money Can't Buy by : Susan E. Mayer
Download or read book What Money Can't Buy written by Susan E. Mayer and published by Harvard University Press. This book was released on 1997 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children from poor families generally do a lot worse than children from affluent families. They are more likely to develop behavior problems, to score lower on standardized tests, and to become adults in need of public assistance. Susan Mayer asks whether income directly affects children's life chances, as many experts believe, or if the factors that cause parents to have low incomes also impede their children's life chances. She explores the question of causation with remarkable ingenuity. First, she compares the value of income from different sources to determine, for instance, if a dollar from welfare is as valuable as a dollar from wages. She then investigates whether parents' income after an event, such as teenage childbearing, can predict that event. If it can, this suggests that income is a proxy for unmeasured characteristics that affect both income and the event. Next she compares children living in states that pay high welfare benefits with children living in states with low benefits. Finally, she examines whether national income trends have the expected impact on children. Regardless of the research technique, the author finds that the effect of income on children's outcomes is smaller than many experts have thought. Mayer then shows that the things families purchase as their income increases, such as cars and restaurant meals, seldom help children succeed. On the other hand, many of the things that do benefit children, such as books and educational outings, cost so little that their consumption depends on taste rather than income. Money alone, Mayer concludes, does not buy either the material or the psychological well-being that children require to succeed.
Book Synopsis The Colors of Poverty by : Ann Chih Lin
Download or read book The Colors of Poverty written by Ann Chih Lin and published by Russell Sage Foundation. This book was released on 2008-08-14 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the increasing diversity of the nation—particularly with respect to its growing Hispanic and Asian populations—why does racial and ethnic difference so often lead to disadvantage? In The Colors of Poverty, a multidisciplinary group of experts provides a breakthrough analysis of the complex mechanisms that connect poverty and race. The Colors of Poverty reframes the debate over the causes of minority poverty by emphasizing the cumulative effects of disadvantage in perpetuating poverty across generations. The contributors consider a kaleidoscope of factors that contribute to widening racial gaps, including education, racial discrimination, social capital, immigration, and incarceration. Michèle Lamont and Mario Small grapple with the theoretical ambiguities of existing cultural explanations for poverty disparities. They argue that culture and structure are not competing explanations for poverty, but rather collaborate to produce disparities. Looking at how attitudes and beliefs exacerbate racial stratification, social psychologist Heather Bullock links the rise of inequality in the United States to an increase in public tolerance for disparity. She suggests that the American ethos of rugged individualism and meritocracy erodes support for antipoverty programs and reinforces the belief that people are responsible for their own poverty. Sociologists Darren Wheelock and Christopher Uggen focus on the collateral consequences of incarceration in exacerbating racial disparities and are the first to propose a link between legislation that blocks former drug felons from obtaining federal aid for higher education and the black/white educational attainment gap. Joe Soss and Sanford Schram argue that the increasingly decentralized and discretionary nature of state welfare programs allows for different treatment of racial groups, even when such policies are touted as "race-neutral." They find that states with more blacks and Hispanics on welfare rolls are consistently more likely to impose lifetime limits, caps on benefits for mothers with children, and stricter sanctions. The Colors of Poverty is a comprehensive and evocative introduction to the dynamics of race and inequality. The research in this landmark volume moves scholarship on inequality beyond a simple black-white paradigm, beyond the search for a single cause of poverty, and beyond the promise of one "magic bullet" solution. A Volume in the National Poverty Center Series on Poverty and Public Policy
Book Synopsis Equality of Educational Opportunity by : James S. Coleman
Download or read book Equality of Educational Opportunity written by James S. Coleman and published by . This book was released on 1966 with total page 754 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Teacher Wars by : Dana Goldstein
Download or read book The Teacher Wars written by Dana Goldstein and published by Anchor. This book was released on 2015-08-04 with total page 385 pages. Available in PDF, EPUB and Kindle. Book excerpt: NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.
Book Synopsis The Condition of Education, 2020 by : Education Department
Download or read book The Condition of Education, 2020 written by Education Department and published by . This book was released on 2021-04-30 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.
Book Synopsis Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 by : Mark Berends
Download or read book Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 written by Mark Berends and published by Rand Corporation. This book was released on 2005-04-08 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines trends in the mathematics scores of different racial-ethnic groups over time and analyzes how changes in family, school, and schooling measures help explain changes in the test score gaps. Although there were few positive changes between schools, the within-school experiences of black and Latino students changed for the better compared with white students when measured by student self-reported academic track placement.
Book Synopsis Black American Students in An Affluent Suburb by : John U. Ogbu
Download or read book Black American Students in An Affluent Suburb written by John U. Ogbu and published by Routledge. This book was released on 2003-02-26 with total page 330 pages. Available in PDF, EPUB and Kindle. Book excerpt: John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of societal and school factors contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *Community factors--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does not mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. Black American Students in an Affluent Suburb: A Study of Academic Disengagement is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology.
