Closing the Racial Achievement Gap: The Role of Reforming Instructional Practices

Creator

Harold Wenglinsky

Files

Publisher

Arizona State University, University of South Florida

Publication Date

November 2004

Abstract

No Child Left Behind calls for schools to close the achievement gap between races in math and reading. One possible way for schools to do so is to encourage their teachers to engage in practices that disproportionately benefit their minority students. The current study applies the technique of Hierarchical Linear Modeling to a nationally representative sample of 13,000 fourth graders who took the 2000 National Assessment of Educational Progress in mathematics to identify instructional practices that reduce the achievement gap. It finds that, even when taking student background into account, various instructional practices can make a substantial difference.

Keywords

United States. No Child Left Behind Act of 2001, Achievement gap

Extent

24

Volume

12

Issue

63

Language

English

Media Type

Journals (Periodicals)

Format

Digital Only

Note

Citation: Wenglinsky, H. (2004, November 23) Closing the racial achievement gap: The role of reforming instructional practices. Education Policy Analysis Archives, 12(64). Retrieved [date] from http://epaa.asu.edu/epaa/v12n64.

Identifier

E11-00413

Creative Commons

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

Recommended Citation

Wenglinsky, Harold, "Closing the Racial Achievement Gap: The Role of Reforming Instructional Practices" (2004). Education Policy Analysis Archives (EPAA). 523.
https://digitalcommons.usf.edu/usf_EPAA/523