Source: «The Geography of Racial /
Ethnic Test Score Gaps», by Sean F. Reardon, Demetra Kalogrides and Kenneth Shores of Stanford
In this latter paper, Reardon and coauthors report that while racial /
ethnic test score gaps average around 0.6 standard deviations across all school districts, in some districts the gaps are almost nonexistent while in others they exceed 1.2 standard deviations.
Sean Reardon, Demetra Kalogrides, and Ken Shores, «The Geography of Racial /
Ethnic Test Score Gaps,» Stanford University, CEPA working paper 16 - 10, January 2017 version.
Not exact matches
These findings make clear that while we can learn a tremendous amount by comparing school districts in terms of their racial,
ethnic, or socioeconomic
gaps in
test scores, there is a large degree of variation within school districts in their outcome
gaps as well.
Since the Common Core standards have never been field -
tested, no one knows whether they will raise
test scores or cause the achievement
gap among different racial,
ethnic, and income groups to narrow or to widen.
In his cross-examination, Marcellus McRae, took aim at Seymour's assertion that the district didn't use
test scores to make employment decisions on teachers and that despite the district's innovative policies, achievement
gaps between
ethnic groups persisted.
While there were no significant overall gains among students of other
ethnic groups, black students in their second year of private - school attendance improved their
test scores by 6.3 percentile points — a striking advance at a time when schools around the country are trying to close a persistent
gap between
scores of white and black students.
And it's true that standardized
tests have played an important role in pointing out the
gap in
test scores between socioeconomic and
ethnic groups.
Although
test scores improved, the improvements were marginal, and the
ethnic score gap did not improve.
Breaking with its steadily upward trend, California's annual
test scores have stagnated, with fewer than half of students proficient in math and English, and a wide
ethnic achievement
gap persisting.