Ferguson, Ronald F.
Researchers: Ronald F. Ferguson
University Affiliation: Harvard University
Email: ronald_ferguson@harvard.edu
Research Question:
Examines a number of phenomena that might plausibly fit the cited criteria for contributing to the narrowing or expansion of the Black-White test score gap.
Published: 1
Journal Name or Institutional Affiliation: Russel Sage Foundation
Journal Entry: Steady Gains and Stalled Progress, Chapter 4, pp. 32-343
Year: 2008
Findings:
- In order to contribute to the narrowing or expansion of the Black-White test score gap then a phenomena must;
- 1) be something that actually affects achievement, as measured by test scores,
- 2) be something that can differ for Blacks and Whites with regard to either level or impact, and
- 3) be something that has changed over time for at least one of the groups.
- The following are supported as ways in which achievement levels can be raised:
- 1) augment family resources in ways that strengthen capacities for successful parenting
- 2) avoid isolating children of any racial group in schools that serve only others like themselves
- 3) avoid or offset huge income inequities
- 4) provide children with competent and caring teachers to are willing to work hard
- 5) help young people cope with social forces that might distort their judgment and support young people’s efforts to cooperate and behave in ways that enable themselves and others to learn
- 6) strengthen early learning environments to equip children with social, emotional, cognitive, and noncognitive skills that support kindergarten readiness
- 7) connect children with adults and other youth who will care for them as part of an extended, nurturing community