Identifying Progress toward Ethnoracial Achievement Equity across U.S. School Districts: A New Approach

Autor/inn/en	Atteberry, Allison; Bischoff, Kendra; Owens, Ann
Titel	Identifying Progress toward Ethnoracial Achievement Equity across U.S. School Districts: A New Approach
Quelle	In: Journal of Research on Educational Effectiveness, 14 (2021) 2, S.410-441 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atteberry, Allison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2020.1868032
Schlagwörter	Equal Education; Racial Differences; African American Students; Hispanic American Students; White Students; School Districts; Achievement Gap; Elementary School Students; Middle School Students; Federal Legislation; Educational Legislation; Public Schools; Mathematics Achievement; Language Arts; Academic Achievement; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; National Assessment of Educational Progress; National Education Longitudinal Study of 1988 (NCES); Measures of Academic Progress; Preliminary Scholastic Aptitude Test + Suchen Sie Ihr Suchwort? Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; School district; Schulbezirk; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Bundesrecht; Bildungsrecht; Schulgesetz; Public school; Öffentliche Schule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachkultur; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	We draw on novel district-level test score data to describe novel approaches for measuring ethnoracial achievement gaps and assessing trends toward achievement equity from 2009 to 2016. Using SEDA data, we estimate gap trends for each grade over time in each district. We measure trends in both within-district gaps--comparing Black or Hispanic to White students in the same district--and national gaps--comparing a district's Black or Hispanic students to White students nationally. Withindistrict ethnoracial gaps shrunk in one-third to two-thirds of districts, depending on subject and ethnoracial dyad. Across subjects and ethnoracial dyads, national gaps shrunk in more than half of districts, indicating that non-White students gained on White students nationally, but not in their own districts. Our findings add complexity to the achievement gap literature by (1) estimating gaps at the district level; (2) noting considerable variation in the magnitude of gap shrinkage across districts; (3) pointing to the importance of comparison group and imperfect correspondence of within-district and national gap trends in districts; and (4) identifying variation in gap trends across grades and subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01