Our Achievement Gap Mania
American Enterprise Institute for Public Policy Research
A decade ago, the No Child Left Behind Act ushered in an era of federally driven educational accountability focused on narrowing the chasms between the test scores and graduation rates of students of different incomes and races. What has that spawned? (October 2011)
Do High Flyers Maintain Their Attitude? Performance Trends of Top Students
Thomas B. Fordham Foundation
This raises troubling questions: Is our obsession wtih closing achievement gaps and "leaving no child behind" coming at the expense of our "talented tenth" - and America's future international competitiveness? (September 2011)
The Same Starting Line - How School Boards Can Erase the Opportunity Gap Between Poor and Middle-Class Children
Appleseed/Georgia Appleseed
Each day children in poverty attend schools whose resources are disparate from those found in schools in more affluent areas of a district. There's a better way. (September 2011)
Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Progress
U.S. DOE National Center for Education Statistics/Institute of Education Sciences
This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time. Relating story. (June 2011)
The Educational Experience of Young Men of Color
CollegeBoard, Advocacy & Policy Center
Examining the educational attainment of young Americans by both racial/ethnic and gender, the data show that within each racial/ethnic group, males have lower degree attainment than women. Relating story. (June 2011)
Focusing on the Participation and Engagement Gap: A Case Study on Closing the Achievement Gap
Education Commission of the States
A newly entered research study summary looks at the effects of an initiative to close the achievement gap by implementing a plan to improve student attendance and engagement. (May 2011)
The 2010 Broad Prize - 30 Large Urban School Districts Show Better Relative Academic PerformanceThan Their States for African-American, Hispanic, or Low-Income Students
Eli and Edythe Broad Foundation
A new data analysis, based on data collected as partof The Broad Prize process, provides insights into which largeurban school districts in the United States are doing the bestjob of educating traditionally disadvantaged groups: African-American, Hispanics, and low-income students. (December 2010)
State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps
Center on Education Policy
This report provides a detailed look at student performance on state tests and examines whether state-level results from the National Assessment of Educational Progress (NAEP) confirm the trends found on state tests. (December 2010)
Not Prepared for Class: High Poverty Schools Continue to Have Fewer In-Field Teachers
The Education Trust
Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers. (November 2010)
A Call for Change: The Social and Educational Factors Contributing to the Outcomes of Black Males in Urban Schools
The Council of Great Schools
An achievement gap separating black from white students has long been documented. But this report focusing on black males suggests that the picture is even bleaker than generally known (ECS). (November 2010)