Patterns and Trends in Racial/Ethnic and Socioeconomic Academic Achievement Gaps

Author/s: 
Sean F. Reardon, Joseph P. Robinson, Ericka S. Weathers
Year of Publication: 
Forthcoming
Editor/s: 
In H. A. Ladd & E. B. Fiske (Eds.)
Publication: 
Handbook of Research in Education Finance and Policy (Second ed.)
Publisher: 
Lawrence Erlbaum

Racial, ethnic, and socioeconomic disparities in academic achievement remain a stubborn feature of U.S. schooling. National studies consistently show that the average non-Hispanic black student scores well below the average non-Hispanic white student on standardized tests of math and reading skills, as does the average Hispanic student. Likewise, the average student from a low-income family scores much lower on such tests than students from higher-income families. Considerable attention has been focused on achievement gaps, particularly the black-white achievement gap. Scholars and educators have suggested a number of possible explanations for the gaps, and policymakers, principals, and teachers have tried a range of remedies. As this chapter documents, however, the gaps persist despite these efforts. Moreover, our understanding of the causes and patterns of these achievement gaps is far from complete.

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APA Citation

Reardon, S.F., Robinson, J.P., & Weathers, E.S. (Forthcoming). Patterns and Trends in Racial/Ethnic and Socioeconomic Academic Achievement Gaps. In H. A. Ladd & E. B. Fiske (Eds.), Handbook of Research in Education Finance and Policy (Second ed.) . Lawrence Erlbaum .

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