The Black-White Achievement Gap: Do State Policies Matter?

Creator

Henry I. Braun
Aubrey Wang
Frank Jenkins
Elliot Weinbaum

Files

Publisher

Arizona State University, University of South Florida

Publication Date

March 2006

Abstract

A longstanding issue in American education is the gap in academic achievement between majority and minority students. The goal of this study is to accumulate and evaluate evidence on the relationship between state education policies and changes in the Black-White achievement gap, while addressing some of the methodological issues that have led to differences in interpretations of earlier findings. To that end, we consider the experiences of ten states that together enroll more than forty percent of the nation's Black students. We estimate the trajectories of Black student and White student achievement on the NAEP 8th grade mathematics assessment over the period 1992 to 2000, and examine the achievement gap at three levels of aggregation: the state as a whole, groups of schools (strata) within a state defined by the SES level of the student population, and within schools within a stratum within a state.

Keywords

National Assessment of Educational Progress (Project), Hierarchical clustering (Cluster analysis), Education and state

Extent

110

Volume

14

Issue

8

Language

English; Spanish

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Braun, H.I., Wang, A., Jenkins, F., & Weinbaum, E. (2006). The Black-White achievement gap: Do state policies matter? Education Policy Analysis Archives, 14(8). Retrieved [date] from http://epaa.asu.edu/epaa/v14n8/

Identifier

E11-00481

Creative Commons

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

Recommended Citation

Braun, Henry I.; Wang, Aubrey; Jenkins, Frank; and Weinbaum, Elliot, "The Black-White Achievement Gap: Do State Policies Matter?" (2006). Education Policy Analysis Archives (EPAA). 195.
https://digitalcommons.usf.edu/usf_EPAA/195