Abstract
In our previously published article, “Disentangling the Racial Test Score Gap: Probing the Evidence in a Large Urban District,” we discuss racial test score gaps in the United States-that is, the gap in the average performance of black or Hispanic and white students on standardized tests-based on data from New York City public schools (Stiefel, Schwartz, and Ellen 2006). For example, white fourth-and eighth-grade students score significantly higher than black or Hispanic students on the National Assessment of Education Progress (NAEP) in both reading and mathematics (U.S. Department of Education 2003). The gaps are typically 20 to 30 points on a test ranging from 0 to 500. In addition, these same patterns emerge for other grades and for tests in other subjects as well.
| Original language | English (US) |
|---|---|
| Title of host publication | Justice for All |
| Subtitle of host publication | Promoting Social Equity in Public Administration |
| Publisher | Taylor and Francis |
| Pages | 187-191 |
| Number of pages | 5 |
| ISBN (Electronic) | 9781317466734 |
| ISBN (Print) | 9780765630261 |
| DOIs | |
| State | Published - Jan 1 2015 |
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ASJC Scopus subject areas
- Social Sciences(all)
- Psychology(all)
Cite this
Racial test score gaps. / Stiefel, Leanna; Schwartz, Amy Ellen; Ellen, Ingrid Gould.
Justice for All: Promoting Social Equity in Public Administration. Taylor and Francis, 2015. p. 187-191.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Racial test score gaps
AU - Stiefel, Leanna
AU - Schwartz, Amy Ellen
AU - Ellen, Ingrid Gould
PY - 2015/1/1
Y1 - 2015/1/1
N2 - In our previously published article, “Disentangling the Racial Test Score Gap: Probing the Evidence in a Large Urban District,” we discuss racial test score gaps in the United States-that is, the gap in the average performance of black or Hispanic and white students on standardized tests-based on data from New York City public schools (Stiefel, Schwartz, and Ellen 2006). For example, white fourth-and eighth-grade students score significantly higher than black or Hispanic students on the National Assessment of Education Progress (NAEP) in both reading and mathematics (U.S. Department of Education 2003). The gaps are typically 20 to 30 points on a test ranging from 0 to 500. In addition, these same patterns emerge for other grades and for tests in other subjects as well.
AB - In our previously published article, “Disentangling the Racial Test Score Gap: Probing the Evidence in a Large Urban District,” we discuss racial test score gaps in the United States-that is, the gap in the average performance of black or Hispanic and white students on standardized tests-based on data from New York City public schools (Stiefel, Schwartz, and Ellen 2006). For example, white fourth-and eighth-grade students score significantly higher than black or Hispanic students on the National Assessment of Education Progress (NAEP) in both reading and mathematics (U.S. Department of Education 2003). The gaps are typically 20 to 30 points on a test ranging from 0 to 500. In addition, these same patterns emerge for other grades and for tests in other subjects as well.
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UR - http://www.scopus.com/inward/citedby.url?scp=85026640354&partnerID=8YFLogxK
U2 - 10.4324/9781315703060-18
DO - 10.4324/9781315703060-18
M3 - Chapter
AN - SCOPUS:85026640354
SN - 9780765630261
SP - 187
EP - 191
BT - Justice for All
PB - Taylor and Francis
ER -