Sentences with phrase «minority test score gap»

But after its passage into law, white, black and Hispanic students all made gains and the widening of the white - minority test score gap was reversed.

Not exact matches

In fact, the researchers report that «if similar success could be achieved for all minority students nationwide, it could close the gap between white and minority test scores by at least a third, possibly by more than half.»

For instance, in an April 28, 2004, column, Winerip described a school in Florida as unfairly penalized by NCLB, but he failed to mention that the school reported low overall test scores and had significant achievement gaps between white and minority students.

Over the past few years, the districts profiled in the report — the Houston Independent School District, the Sacramento City Unified School District, the Charlotte - Mecklenburg school system in North Carolina, and the Chancellor's District in New York City, a special 25,000 - student district of low - performing schools — have improved test scores and narrowed achievement gaps between minority and white students.

The authors of the funding study report that the school finance reforms they studied actually did not reduce socio - economic and racial gaps in test scores because low - income and minority students are not very concentrated in the districts that enjoyed spending increases.

A study of test scores in each of the city's public elementary schools finds that diversity does not erase achievement gaps between white and minority students.

And yet because achievement - gap mania has distilled «education reform» to measures that raise the test scores of poor and minority students, the solutions to what ails American education more broadly simply aren't being developed — in part because the question is hardly ever asked.

Many of the charter schools in our study aspire to boost minority achievement, so a natural benchmark for charter effectiveness is the black - white test score gap.

The current strategy that schools alone can do the job of reducing social inequalities, including the test score gap between minorities and whites, is simply flawed.

The third problem, Ho explains, raises concerns about achievement gaps — for example, average differences between test scores of white or higher - income students and minority or poor students.

The proposed reforms, outside and inside schools — to reduce the test - score gap between whites and poor minorities; to help poor minority families increase their income through steady work at livable wages and then their children's test scores will improve; to establish research - proven reading programs for every single, poor, or minority child; to give each kid a laptop computer — are endless and uncertain in their outcomes.

Gaps in test scores between minority and white students have also narrowed over the past 30 years for some groups, especially Latino students.

Reform efforts in this state are paying off in higher test scores and lowering the achievement gap between minority and white students.

The latest scores were especially disappointing because score gaps between white and minority students did not diminish at all since the last time the math test was administered, in 2007.

Among the facts from the National Assessment of Educational Progress (NAEP) Fourth Grade Reading report cited by FairTest: — There has been no gain in NAEP grade four reading performance nationally since 1992 despite a huge increase in state - mandated testing; — NAEP scores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sincescores in southern states, which test the most and have the highest stakes attached to their state testing programs, have declined; — The NAEP score gap between white children and those from African American and Hispanic families has increased, even though schools serving low - income and minority - group children put the most emphasis on testing; and — Scores of children eligible for free lunch programs have dropped sinceScores of children eligible for free lunch programs have dropped since 1996.

In fact, the test score gap between low - income minorities and affluent whites was reduced by 86 percent in math and 66 percent in English.

The data, part of the benchmark test known as the National Assessment of Educational Progress, show that New York City fourth graders have made progress in closing the gap between their scores and the state and national results in reading, despite the higher percentages of poor and minority students in the city.

When over 80 % of our children can not read proficiently by the third grade, it is a travesty of enormous proportions, particularly when compared with the TAKS reading test results (even after a significant standard deviation adjustment), their comparison with national norm - referenced test scores, and the wide gap between scores of white and minority children.

«The magnitude of the test - score gains from one year are equivalent to 10 percent to 20 percent of the achievement gap between minority and white students,» reads the report.

In a 2010 research review, Harvard University's Susan Eaton noted that racial segregation in schools has such a severe impact on the test score - gap that it outweighs the positive effects of a higher family income for minority students.

«The harm to California's low - income students of a short gap without a state standardized test score is dwarfed by the life - long effects that millions of low - income and minority students nationwide will experience as a result of the Department's failure to monitor and enforce their right to equitable access to qualified, experienced, and effective teachers.»

They believe that a uniform curriculum will lead to improved test scores and higher graduation and college admission rates while closing achievement gaps between minorities and whites.

«The harm to California's low - income students of a short gap without a state standardized test score is dwarfed by the life - long effects that millions of low - income and minority students nationwide will experience as a result of the Department's failure to monitor and enforce their right... Read More

We use panel data in Washington State to study the extent to which teacher assignments between fourth and eighth grade explain gaps between advantaged and disadvantaged students — as defined by underrepresented minority status (URM) and eligibility for free or reduced price lunch (FRL)-- in their eighth grade math test scores and high school course taking.