Home | Indian ED Research | Education Resources
Funding Sources | What's New at OIE
Contacts | Advanced Search

Indian Education Research

Mini-bibliography

Achievement Gap

Disclaimer and Terms of Use

Barton, P. (2003, October). Parsing the Achievement Gap: Baselines for Tracking Progress. PDF (517 KB) Princeton, NJ: Educational Testing Service, Policy Information Center. Retrieved July 25, 2006 from http://ets.org/Media/Education_Topics/pdf/parsing.pdf.

The study presents the links between student achievement and core factors often related to students' racial, ethnic, and socioeconomic status.

Berends, M., Lucas, S., Sullivan, T., & Briggs, R. (2005). Examining Gaps in Mathematics Achievement among Racial-Ethnic Groups, 1972 - 1992. PDF (859 KB) Santa Monica, CA: RAND Corporation. Retrieved January 13, 2006 from http://www.rand.org/pubs/monographs/2005/RAND_MG255.pdf.

This report focuses on the mathematics test score gaps among black, Latino, and white students. The authors examine several nationally representative senior high school student cohorts between the early 1970s and the early 1990s to understand trends in the mathematics scores of these different racial-ethic groups. The authors also analyze how changes in family, school, and schooling measures help explain changes in the test score gaps over time.

Center on Education Policy (2005, August). States Try Harder, but Gap Persists: High School Exit Exams 2005. Retrieved September 10, 2005 from http://www.cep-dc.org/index.cfm?fuseaction=document.showDocumentByID&DocumentID=
143&C:\CFusionMX7\verity\Data\dummy.txt.

This is the fourth annual report on state exit exams produced by the Center on Education Policy. It is a product of the Center's comprehensive multi-year study of exit exams and is based on information they collected from 25 states with current or planned exit exams, on their own research, and on their review of other major research in this field. The report aims to be a comprehensive review of the status, characteristics, and effects of exit exams.

Education Trust, Inc. (2004). Education Watch: Achievement Gap. PDF (2.38 MB) Retrieved May 20, 2005 from http://www2.edtrust.org/edtrust/
summaries2004/2004AchievementGapandSummaryTables.PDF

This report shows how many points students gained or lost the National Assessment of Educational Progress. The report only shows those states that participated in both 1996 and 2003 and had enough members of each student group in the testing sample.

Lohse, C., & Ockert, S. (2005). American Indian Student Achievement in Montana Public Schools: Features of the Academic Achievement Gap and Policy Prescriptions. PDF (173 KB) Retrieved June 12, 2006 from http://leg.mt.gov/content/committees/interim/2005_2006
qual_schools/staff_reports/AMERICAN_INDIAN_STUDENT_
ACHIEVEMENT_IN_MONTANA_PUBLIC_SCHOOLS.pdf.

This analysis by the Montana Department of Commerce looks at the performance of American Indian students in Montana schools relative to their White peers. The results demonstrate a strong achievement gap between the two subgroups, with White students demonstrating higher levels of proficiency on norm-referenced and criterion referenced tests; higher graduation rates and attendance rates; and fewer instances of suspension or expulsion from schools. In identifying these characteristics, the authors noted strong intra-state variability in performance, with American Indian students in urban areas and economically and racially integrated schools significantly outperforming their peers who attend school in rurally isolated Indian County. The authors further noted that despite significant variability among a host of socio-economic indicators between urban areas and reservations, American Indian students located in urban setting were not socio-economically identifiable from American Indian students attending school in Indian country. In a companion report, intra-school variability in performance was also identified. From these findings, a number of policy responses are explored and analyzed.

Disclaimer and Terms of Use

Disclaimer: The papers on this web page are provided for your convenience. We believe these papers provide information that is relevant and useful to efforts to improve teaching and learning for Native American students. The opinions expressed in these papers, however, do not necessarily reflect the positions or policies of the Office of Indian Education or the U.S. Department of Education. Also, the inclusion of papers here does not represent, nor should it be construed or interpreted as, an endorsement by the U.S. Department of Education of any private organization or business.

Terms of Use: The conference papers and full-text articles contained on the OIE web site at http://www.ed.gov/rschstat/research/pubs/oieresearch/ must only be used for personal, non-commercial purposes. The reproduction, duplication, distribution (including by way of email, facsimile or other electronic means), publication, modification, copying or transmission of conference papers and full-text articles from this web site is strictly prohibited.