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2004 - Multiple Facets of Inequity in Racial and Ethnic Achievement Gaps

Attribution: Lee, Jaekyung
Researchers: Jaekyung Lee
University Affiliation: SUNY at Buffalo
Email: JL224@buffalo.edu
Research Question:
Examine how inequitable the racial achievement gaps are and how much progress towards equity was made through changes in achievement gaps.
Published: 1
Journal Name or Institutional Affiliation: Peabody Journal of Education
Journal Entry: Vol. 79, No. 2, Pp. 51-73
Year: 2004
Findings:
  • Math teachers in predominantly Black or Hispanic high schools are less likely to teach in their field of study and certification than teachers in predominantly white schools.

  • Predominately Black or Hispanic school districts spend less on education that predominantly white school districts. The difference in spending was statistically significant for Black school districts.

  • School segregation has increased, implying that the chance for Black and Hispanic students to benefit from learning with White peers may have decreased.

Keywords: Achievement GapDistrictHispanicsIntegrationMathPeer EffectsRacial CompositionTeacher QualityRegions: NationalMethodologies: QuantitativeResearch Designs: SurveyAnalysis Methods: Descriptive StatisticsRegression Sampling Frame:Students at ages 9,13,17 and grades 4,8,12 in the United States
Sampling Types: RandomAnalysis Units: IndividualSchool DistrictData Types: Quantitative-Longitudinal
Data Description:
  • National Assessment of Educational Progress (NAEP); The current study uses both long-term trend assessments and national NAEP data

  • DV: Achievement gap in NAEP assessment mathematics scores (Hispanic-White, Black-White)

  • IV: Student race, year, student’s access to qualified teachers, school racial composition, per pupil expenditures, school district’s racial composition

Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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