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.
Requirements
around academic participation, behavior and teacher permission often coincide with
racial and socio - economic
gaps between students who participate and those who do not.
Well - designed accountability policy, on its own, does four things well: first, it requires participants to believe that all students can learn and succeed; second, it measures the academic progress of all students over time; third, it highlights
gaps between different groups of students (be they
racial, geographic, socio - economic, special education and gifted students, or English language proficiency); and fourth, it assigns consequences for not meeting goals
around student progress.