INTRODUCTION Racial, ethnic, and socioeconomic disparities in academic achievement remain a stubborn feature of U.S. schooling. National studies consistently show that the average Hispanic student and non-Hispanic black student scores well below the average nonHispanic white student on standardized tests of mathand reading skills. Likewise, the average student from a low-income family scores much lower on such tests than students from higher-income families. Considerable attention has been focused on achievement gaps, particularly the black-white achievement gap. Scholars and educators have suggested a number of possible explanations for the gaps, and policymakers, principals, and teachers have tried a range of remedies. As this chapter documents, however, the gaps persist despite these efforts. Moreover, our understanding of the causes and patterns of these achievement gaps is far from complete.
|Original language||English (US)|
|Title of host publication||Handbook of Research in Education Finance and Policy, Second Edition|
|Publisher||Taylor and Francis|
|Number of pages||19|
|State||Published - Jan 1 2014|
All Science Journal Classification (ASJC) codes
- Social Sciences(all)