Gaddis, S. Michael, & Lauen, Douglas Lee
Researchers: Douglas Lee LauenS. Michael Gaddis
University Affiliation: Pennsylvania State University, University of North Carolina, Chapel Hill
Email: mgaddis@psu.edu
Research Question:
1) Did NCLB subgroup-specific accountability pressure lead to the narrowing of Black-White achievement gaps in math and reading? 2) If accountability pressure narrowed achievement gaps, what changes in the gap occurred?
Published: Yes
Journal Name or Institutional Affiliation: Social Science Research
Journal Entry: Vol. 44 pp. 15-31
Year: 2014
Findings:
- -The authors find that accountability pressure reduces black–white achievement gaps by raising mean black achievement without harming mean white achievement.
-The authors find no differential effects of accountability pressure
based on the racial composition of schools, but schools with more affluent populations are the most successful at reducing the black–white math achievement gap.
-The authors findings suggest that school-based interventions have the potential to close test score gaps, but differences in school composition and resources play a significant role in the ability of schools to reduce racial inequality.